Supporting wellbeing: Perspectives of university work-integrated learning students
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Date
2025-03-01
DOI
Open Access Location
Journal Title
Journal ISSN
Volume Title
Publisher
Work-Integrated Learning New Zealand (WILNZ)
Rights
(c) The author/s
CC BY
CC BY
Abstract
The 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.
Description
Keywords
Wellbeing, financial hardship, work-integrated learning, mental wellbeing, social wellbeing, economic wellbeing
Citation
Hay K, Fleming J. (2025). Supporting wellbeing: Perspectives of university work-integrated learning students. International Journal of Work-Integrated Learning. 26. 2. (pp. 43-59).