Are Students Who Do Not Participate in Work-Integrated Learning (WIL) Disadvantaged? Differences in Work Self-Efficacy between WIL and Non-WIL Students

Autor/inn/en	Thompson, Carleen M.; Bates, Lyndel; Bates, Merrelyn
Titel	Are Students Who Do Not Participate in Work-Integrated Learning (WIL) Disadvantaged? Differences in Work Self-Efficacy between WIL and Non-WIL Students
Quelle	In: Asia-Pacific Journal of Cooperative Education, 17 (2016) 1, S.9-20 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Foreign Countries; Work Experience Programs; Student Participation; Advantaged; Disadvantaged; Self Efficacy; Differences; Comparative Analysis; College Seniors; Criminology; Hypothesis Testing; Job Placement; Elective Courses; Questionnaires; Measures (Individuals); Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self-efficacy; Selbstwirksamkeit; Unterscheiden; College; Colleges; Senior; Hochschule; Fachhochschule; Kriminologie; Hypothesenprüfung; Hypothesentest; Employment service; Employment services; Arbeitsvermittlung; Elective course; Wahlkurs; Fragebogen; Messdaten; Statistische Analyse; Australien
Abstract	If work-integrated learning (WIL) improves students' work self-efficacy (WSE), are students who do not participate in WIL disadvantaged? This study answers this question by examining differences in WSE between final-year criminal justice students at Griffith University (Brisbane, Australia) who elected to undertake WIL and those who did not. Contrary to expectations, WIL students did not report higher WSE upon the completion of a work placement compared to non-WIL students. Further investigations revealed pre-existing differences between the two groups, whereby students who elected to undertake WIL had significantly lower levels of WSE prior to placement than students who chose not to undertake a placement. These students were also significantly younger and less likely to have had prior criminal justice work experience. Findings highlight the importance of offering WIL as an elective to give students with lower levels of WSE the opportunity to develop greater confidence in managing the professional workplace. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01