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.