Dignity during Work-Integrated Learning: What Does It Mean for Supervisors and Students?

Autor/inn/en	King, Olivia; Davis, Corinne; Clemans, Allie; Coles, Jan; Crampton, Paul; Jacobs, Nicky; McKeown, Tui; Morphet, Julia; Seear, Kate; Rees, Charlotte
Titel	Dignity during Work-Integrated Learning: What Does It Mean for Supervisors and Students?
Quelle	In: Studies in Higher Education, 46 (2021) 4, S.721-736 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Olivia) ORCID (Davis, Corinne) ORCID (Coles, Jan) ORCID (Crampton, Paul) ORCID (Jacobs, Nicky) ORCID (McKeown, Tui) ORCID (Morphet, Julia) ORCID (Seear, Kate) ORCID (Rees, Charlotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1650736
Schlagwörter	Human Dignity; Work Experience Programs; Higher Education; Well Being; College Students; Student Attitudes; Definitions; Knowledge Level; Supervisor Supervisee Relationship; Workplace Learning; Work Environment + Suchen Sie Ihr Suchwort? Menschenwürde; Hochschulbildung; Hochschulsystem; Hochschulwesen; Well-being; Wellness; Wohlbefinden; Collegestudent; Schülerverhalten; Begriffsbestimmung; Wissensbasis; Arbeitsmilieu
Abstract	Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors' wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, supervisors and students from 6 disciplines participated in 7 groups and 58 individual semi-structured interviews. Participants were asked to describe their understandings of workplace dignity and data were analysed using team-based framework analysis. Four themes were identified: (1) participants' difficulties articulating dignity; (2) concepts used to define dignity; (3) the valence of conceptualisations; and (4) the levels to which dignity were conceptualised. Both students and supervisors need to work together to better understand what dignity is as the crucial first step toward maximising dignity during WIL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01