Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Supporting wellbeing: Perspectives of university work-integrated learning students(Work-Integrated Learning New Zealand (WILNZ), 2025-03-01) Hay K; Fleming J; Fleming J; Hay KThe health of students engaging in work-integrated learning (WIL) should be a key focus of universities. WIL students encounter various personal, social, and financial pressures which impact their wellbeing, which are often different from those of an on-campus student or a workplace employee. The aim of the research was to explore student perspectives of the impact of WIL on their wellbeing, and strategies for supporting wellbeing. Using a qualitative approach, data was collected from 16 students across four disciplines and three New Zealand universities. Wellbeing is a visible construct, and this was illustrated in the participants’ ability to articulate their understanding of wellbeing. Students also emphasized that WIL experiences impact wellbeing both positively and negatively. Multiple strategies contribute to enhancing their wellbeing and these are summarized as recommendations for students, host organizations, universities, and the government. Clearly, WIL wellbeing is the responsibility of all stakeholders in the WIL enterprise.Item Editorial: Wellbeing and work-integrated learning(Work-Integrated Learning New Zealand, 2025-02-28) Hay K; Fleming J; Fleming J; Hay KHigher Education Institutions (HEIs) have important responsibilities for the duty of care of their students, and to ensure the wellbeing of students is kept front and center of curriculum and institutional developments. While the focus has primarily been on physical campuses, it is critical that these responsibilities extend to off campus activities, such as work-integrated learning (WIL). This special issue includes 11 articles focusing on the wellbeing of WIL students, with many authors drawing on empirical research. Key themes include students’ understanding of WIL wellbeing; students’ experiences of WIL and wellbeing; strategies for preparing WIL students to support wellbeing; understanding the wellbeing needs of diverse WIL students; and the important role of workplace supervisors in supporting WIL wellbeing. Several authors amplify the voices of students and all share thought-provoking teaching and curriculum strategies. All WIL stakeholders have a responsibility to support the learning success and wellbeing of students.Item Editorial: Wellbeing and work-integrated learning(New Zealand Association for Cooperative Education, 2025-02-28) Hay K; Fleming JItem Supporting wellbeing: Perspectives of university work-integrated learning students(New Zealand Association for Cooperative Education, 2025-02-28) Hay K; Fleming JItem An inclusive workplace framework: Principles and practices for work-integrated learning organizations(New Zealand Association for Cooperative Education, 2024-03-23) Hay K; Fleming JWork-integrated learning (WIL), as an educational approach, is facilitated through relationships between Higher Education Institutions (HEIs) and external ‘host’ organizations. Responsible host organizations should recognize that students undertaking WIL come from a range of different cultures, socio-economic backgrounds, and have varying academic, physical, and other capabilities. An inclusive workplace will seek to facilitate a positive and rewarding experience for all WIL students. Recent WIL literature has seen a strong focus on inclusive access to WIL. This article examines key elements that can contribute to host organizations providing an inclusive environment for students. Socio-cultural theories related to learning in the workplace are used as a theoretical lens. An Inclusive WIL Workplace Framework is proposed, highlighting principles, practices, and supervisor and co-worker characteristics, that can be utilized by workplaces to assess their inclusivity and address any gaps, and by students to understand the expectations of HEIs on host organizations.Item Keeping students safe: Understanding the risks for students undertaking work-integrated learning(Work-Integrated Learning New Zealand, 17/12/2021) Hay K; Fleming JUniversities in New Zealand are increasingly focused on an employability and global citizenship agenda, leading to a proliferation of work-integrated learning (WIL) courses across diverse curriculum areas. WIL exposes students to authentic learning opportunities in a workplace. It is however an activity with inherent risks which may have significant consequences for students, universities and host organizations. This study drew on qualitative interpretive methodology to examine risks related to WIL at eight universities from the perspective of eighteen academic and professional staff. The findings indicate that significant risks for students undertaking WIL relate to the readiness and suitability of the student, the learning environment and student safety. A framework that outlines the responsibilities and conduct of students during WIL is presented. While it is acknowledged that all stakeholders are important in the WIL enterprise, it is the student experience that should be prioritized.Item Strategies for managing risk in work-integrated learning: A New Zealand perspective(Work-Integrated Learning New Zealand, 17/12/2021) Fleming J; Hay KThe immersion of students into a workplace environment, as part of a deliberate pedagogy for integrating theoretical and practical knowledge, is not without risk. In order to safely provide such work-integrated learning (WIL) opportunities, the responsibility for managing these risks should be shared by all stakeholders. The purpose of this study was to explore strategies to manage different types of risks in WIL for students, host organizations and universities. Data was collected using an online survey, and interviews with university staff involved in WIL. Twenty-eight disciplines and a range of models of WIL from across the eight New Zealand universities were represented. Key strategies identified included: appropriate pre-placement preparation for students and hosts; clear contractual arrangements; good internal systems and resourcing (especially staff); and strong relationship management. Practical guidelines to help WIL stakeholders further develop their understanding and awareness of risk are presented.