The Influence of Work-Integrated Learning on Motivation to Undertake Graduate Studies

Autor/inn/en	Zegwaard, Karsten E.; McCurdy, Susan
Titel	The Influence of Work-Integrated Learning on Motivation to Undertake Graduate Studies
Quelle	In: Asia-Pacific Journal of Cooperative Education, 15 (2014) 1, S.13-28 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Integrated Activities; Experiential Learning; Academic Aspiration; Learning Motivation; Graduate Study; Cooperative Education; Science Education; Job Placement; Graduate Students; Student Attitudes; Semi Structured Interviews; Career Development; Career Guidance; Self Efficacy; Student Educational Objectives; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Integrierender Unterricht; Experiental learning; Erfahrungsorientiertes Lernen; Motivation for studies; Lernmotivation; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kooperativer Unterricht; Naturwissenschaftliche Bildung; Employment service; Employment services; Arbeitsvermittlung; Graduate Study; Student; Students; Studentin; Schülerverhalten; Berufsentwicklung; Berufsorientierung; Self-efficacy; Selbstwirksamkeit; Ausland; Neuseeland
Abstract	There has been concern around the lack of postgraduate qualified scientists and engineers (e.g., Gago et al., 2004; Koslow, 2005; Lovitts & Nelson, 2000). However, to be effective in increasing the number of science postgraduates, a greater understanding of why students go on to do graduate studies must be developed. Presented here is a study on the views held by science graduates from a cooperative education (co-op)/work-integrated learning (WIL) degree, who are currently undertaking graduate studies, on how their work placements influenced their decision to do further studies. These graduates cited greater awareness of career prospects and the experience of doing research during their work placement as motivators to carry on with graduate studies. These graduates also indicated an awareness of hierarchy within the workplace and were motivated to undertake graduate studies so they can obtain careers at these higher levels. The research findings suggests that the perhaps traditional views held by some co-op practitioners and faculty, where co-op students are directed readily into the employment sector, may be a too limiting view of co-op/WIL. (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