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- Bowen, Tracey, et al.
(författare)
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Disparities in work-integrated learning experiences for students who present as women : an international study of biases, barriers, and challenges
- 2024
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Ingår i: Higher Education, Skills and Work-based Learning. - : Emerald Group Publishing Limited. - 2042-3896 .- 2042-390X. ; 14:2, s. 313-328
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity. Design/methodology/approach: A series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting. Findings: Thematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value. Originality/value: This study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.
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| 2. |
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| 3. |
- Drysdale, Maureen, et al.
(författare)
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A Scientific approach to research design and quality in cooperative and Work-integrated education
- 2011
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Ingår i: International handbook for cooperative and work-integrated education. - Lowell, Mass. : World Association for Cooperative Education. - 9780615518855 ; , s. 85-100
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Bokkapitel (refereegranskat)abstract
- "The Handbook has four sections. Section I is concerned with the theory of cooperative education, with particular focus on the learning that occurs in the workplace. This part also addresses contemporary issues such as assessment of cooperative education, and identifies areas of needed research. Section II examines the practice of co-op worldwide. This part shows the breadth of disciplines of study, and is intended to allow co-op professionals see how co-op has been used in their discipline and other disciplines. This has been substantially revised from the first edition, with many more disciplines now covered. Each chapter in this section contains contributions from several authors, in most instances from more than one country, in order to gain an international perspective of the practice of co-op. The chapters begin with an overview of the discipline as it pertains to co-op, and consider models of practice, outcomes, constraints, and conclude with a detailed case study of co-op in the discipline. Section III is concerned with the benefits of co-op for all three parties; employers, students, and educational institutions. Section IV concludes the Handbook by considering some current issues confronting co-op, and the future of co-op."--publisher website.
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| 4. |
- Drysdale, Maureen, et al.
(författare)
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Belongingness, peer support, social connections, and well-being of WIL students in Canada, Germany, and Sweden
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 30-31
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- IntroductionWIL in the context of higher education is a model of experiential education as per Kolb’s theory (Kolb, 1984; Kolb & Kolb, 2012) - which intentionally integrates students’ theoretical academic studies within a workplace or practical environment The purposeful integration of theory with practice supports learning, with the workplace serving as the mechanism for the enhanced learning, and while students are the primary focus of WIL, the essential philosophy is an educational partnership between universities, employers, and communities with the aim of providing students with an enriched learning experience (Blom, 2013; Johnston, 2017).Students who participate in a work-integrated learning (WIL) program during their higher education studies are often better prepared for work after graduation compared to students who do not receive discipline specific practical experience (Mandal & Edwards, 2021; Smith et al., 2019; Weldon & Ngo, 2019). But does this better preparedness come with a price? Do these students - who often spend months away from their campus community – have adequate access to important support networks and/or do they struggle with their well-being? Research has shown that overall well-being, social and peer support, social connections, and establishing a strong sense of belonging are believed to be important in a successful school-to-work transition and achieving a strong career identity (Conely et al., 2014; Huegaerts et al., 2020; Ruschoff et al., 2018). Students who participate in WIL – however have less access to their peers and the university community due to being away for work terms (McBeath et al., 2018). It is unknown whether this influences their overall well-being and subsequent transition to full-time work after graduation. As such, they deserve attention in the research on participation in WIL programs and the subsequent transition to the labour market.Goal and Research QuestionsThis study furthers our understanding of how support systems and sense of belonging impact student mental health and well-being during work-terms. The results can inform the design of a support intervention aimed at improving and maintaining health and well-being outcomes for WIL students. Results also contribute to the literature regarding WIL, sense of belonging, peer support, social connections, well-being, and preparedness for school-to-work transitions.The study involved developing and administering a quantitative measure to examine aspects of, and the importance of, peer support and sense of belonging on improved mental health and well-being for WIL students. We also examined the role that social media and social connections played in this relationship. More specifically, we addressed the following research questions:1. What perceptions do WIL students have about sense of belonging and peer support?2. What demographic factors impact sense of belonging and peer support?3. How does WIL influence peer support and sense of belonging?4. How are peer support and sense of belonging related to mental health, and other psychological and health related outcomes in our WIL students?5. What role does social media and in particular virtual social connections play in sense of belonging, peer support, and well-being?6. What is the relationship between sense of belonging, peer support, social connections, mental health, and preparedness for school-to-work transitions? MethodsData was collected from three institutions of higher education, namely University of Waterloo in Ca nada, University West in Sweden, and Baden-Heidenheim Cooperative State University (DHBW) in Germany. Ethical clearance was secured at all three institutions prior to data collection. Participants (WIL students) completed an online survey addressing sense of belonging, social and peer support, school-to-work self-efficacy, social media use, and well-being during their WIL placements. In addition to demographic variables (sex, age, year of study, and number of WIL placements) and constructed items measuring school-to-work efficacy and social media use for support and belonging, the survey also contained the following published scales:Sense of Belonging Instrument (SOBI: Hagerty & Patusky, 1995) Psychological Sense of School Membership (PSSM: Goodenow, 1993) Interpersonal Support Evaluation List (ISEL -shortened version: Cohen et al., 1985)Self-Description Questionnaire III (SDQ-III: Marsh & O’Neill, 1984)Satisfaction with Life Scale (SWLS: Diener et al., 1985) Well-Being Manifestation Measure Scale (WBMMS: Massé et al., 1998) Consent to participate was indicated by the participant’s voluntary completion of the online survey. The survey took approximately 15 to 20 minutes to complete. After correcting for missing data, the final data set had a sample size of 480 (University of Waterloo, n=190; University West, n=112, DHBW, n=178).Data AnalysisDescriptive analyses provided frequencies, percentages, means, and standard deviations for the demographic variables. A series of t-tests were run to determine significant differences on the dependent variables as a function of country and demographics. A series of ANOVAs followed by Tukeys’ HSD post hoc analysis, were run to determine significant main effects. Levene’s test was performed for the demographic independent variables and the assumption of homogeneity of variance was satisfied. Finally, correlational analysis was run to examine significant relationships between the dependent variables – Sense of Belonging, Peer Support, school-to-work efficacy, Mental Health, and Well-Being. Incomplete scales (i.e., missing data) were eliminated from the analysis.ResultsResults indicated that WIL students from the three institutions reported only moderate levels of sense of belonging, however they perceived high levels of support from their peers. Higher levels of sense of belonging to the university community and access to high quality peer support was strongly related to better overall mental health and well-being. Interestingly, while WIL students perceived social media and virtual social connections during work terms as playing an important role in supporting their sense of belonging to peers and the university community, they preferred face to face social interactions for promoting their well-being. Additional results and implications will be provided in the presentation.
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| 5. |
- Drysdale, Maureen, et al.
(författare)
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Comparing the Attributes of Students in Cooperative Education or Work-Integrated Learning Programs in Four Countries
- 2012
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Konferensbidrag (refereegranskat)abstract
- New technologies, the internalization of markets, and higher numbers of university graduates have led to greater competition for employment and greater needs for higher-order employment skills, practical experience, and a strong sense of competence. An increasing number of students are turning to work-integrated programs of learning (WIL) –where they can gain the necessary skills to enhance their future employment and career prospects.The aim of this international project was to examine the relationship between work-integrated learning and the psychological variables believed to play a role for success in the transition to the labour market.Students from four countries (Canada, Sweden, England, and the USA) completed the same online questionnaire measuring self-concept, self-efficacy, hope (goal-setting, goal achievement), procrastination, motivation, study skills, and work ethic. Results indicated there were many attitudes and behaviours shared by WIL and non-WIL students in the four countries – however there were also significant differences that shed light on WIL outcomes and/or the type of students who select WIL, regardless of where they reside. WIL students appear to have a stronger math self-concept and problem-solving self-concept. Non WIL students appear to have more confidence to attain academic and career goals, but it decreases by the end of their studies. On the other hand, confidence increases substantially for WIL students. Gender effects and achievement differences between the two groups will also be discussed. In summary, Students in WIL programs –regardless of where they reside -appear more similar than different.
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| 6. |
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| 7. |
- Drysdale, Maureen T B, et al.
(författare)
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Psychological attributes and work-integrated learning : An international study
- 2016
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Ingår i: Higher Education, Skills and Work-based Learning. - 2042-3896 .- 2042-390X. ; 6:1, s. 20-34
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Tidskriftsartikel (refereegranskat)abstract
- PurposeTo explore - on an international level - the relationship between work-integrated learning (WIL) and several psychological attributes (i.e., hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labour market.Design/methodology/approachA between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs.FindingsWIL and non-WIL students in the four countries shared several attributes - however - significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students.Research limitations/implicationsSelf-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations.Originality/valueThe positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data is provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.
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