Improving work-integrated learning experiences for Pacific students

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dc.citation.issue2
dc.citation.volume29
dc.contributor.authorHay K
dc.contributor.authorMafile'o T
dc.date.available2022-06-06
dc.date.issued2022-06-06
dc.description.abstractAotearoa New Zealand has a significant population of Pacific students in the higher education sector although proportionally Pacific academic staff numbers are negligible. In social work programs students undertaking work integrated learning (WIL) generally work with non-Pacific academic staff and are matched with agencies seen to be appropriate to their learning needs. This article draws on the perspectives of six Pacific graduates on elements that may enable the improvement of WIL experiences. The findings indicate that higher education providers should strengthen relationship-building with students and families; support host organizations to understand the unique needs of Pacific students; and develop systems of accountability and mentoring that promote Pacific student success in WIL. Drawing on a Pacific model of professional supervision and the findings from this study a model for supporting the learning of Pacific WIL students is proposed. The model encompasses three domains: personal, cultural, and professional.
dc.description.confidentialfalse
dc.format.extent279 - 294
dc.identifier.citationInternational Journal of Work-Integrated Learning, 2022, 29 (2), pp. 279 - 294
dc.identifier.elements-id453629
dc.identifier.harvestedMassey_Dark
dc.publisherWork-Integrated Learning New Zealand
dc.relation.isPartOfInternational Journal of Work-Integrated Learning
dc.rights(c) The author/s CC BY 4.0
dc.titleImproving work-integrated learning experiences for Pacific students
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Health
pubs.organisational-group/Massey University/College of Health/School of Social Work
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