Literaturnachweis - Detailanzeige
| Autor/inn/en | Hay, Kathryn; Fleming, Jenny |
|---|---|
| Titel | Keeping Students Safe: Understanding the Risks for Students Undertaking Work-Integrated Learning |
| Quelle | In: International Journal of Work-Integrated Learning, 22 (2021) 4, S.539-552 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2538-1032 |
| Schlagwörter | Foreign Countries; Universities; Work Experience Programs; Authentic Learning; Risk; Risk Management; Readiness; Educational Environment; Safety; Student Experience; College Students; Student Behavior; Reputation; New Zealand |
| Abstract | Universities in New Zealand are increasingly focused on an employability and global citizenship agenda, leading to a proliferation of work-integrated learning (WIL) courses across diverse curriculum areas. WIL exposes students to authentic learning opportunities in a workplace. It is however an activity with inherent risks which may have significant consequences for students, universities and host organizations. This study drew on qualitative interpretive methodology to examine risks related to WIL at eight universities from the perspective of eighteen academic and professional staff. The findings indicate that significant risks for students undertaking WIL relate to the readiness and suitability of the student, the learning environment and student safety. A framework that outlines the responsibilities and conduct of students during WIL is presented. While it is acknowledged that all stakeholders are important in the WIL enterprise, it is the student experience that should be prioritized. (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@ijwil.org; Web site: https://www.ijwil.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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