‘Get foot in the door’: International students' perceptions of work integrated learning Tran, Ly Thi and Soejatminah, Sri 2016, ‘Get foot in the door’: International students' perceptions of work integrated learning, British journal of educational studies, vol. 64, no. 3, pp. 337-355, doi: 10.1080/00071005.2015.1128526. Attached Files Name Description MIMEType Size Downloads Title ‘Get foot in the door’: International students' perceptions of work integrated learning Author(s) Tran, Ly Thi orcid.org/0000-0001-6543-6559 Soejatminah, Sri Journal name British journal of educational studies Volume number 64 Issue number 3 Start page 337 End page 355 Total pages 19 Publisher Taylor & Francis Place of publication Abingdon, Eng. Publication date 2016 ISSN 0007-1005 1467-8527 Keyword(s) international students international education work-integrated learning WIL employabliity Bourdieu capital habitus Summary Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL. Language eng DOI 10.1080/00071005.2015.1128526 Field of Research 130103 Higher Education 130108 Technical, Further and Workplace Education Socio Economic Objective 930102 Learner and Learning Processes HERDC Research category C1 Refereed article in a scholarly journal Grant ID DP0986590 Copyright notice ©2016, Society for Educational Studies Persistent URL http://hdl.handle.net/10536/DRO/DU:30080936 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Centre for Research in Educational Futures and Innovation 2018 ERA Submission Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 25 Jan 2016, 20:46:06 EST Mon, 25 Jan 2016, 20:46:56 EST Tue, 26 Jan 2016, 04:02:48 EST Wed, 27 Jan 2016, 06:57:12 EST Wed, 27 Jan 2016, 06:58:37 EST Sat, 05 Mar 2016, 05:12:03 EST Wed, 23 Mar 2016, 08:20:39 EST Wed, 23 Mar 2016, 08:22:07 EST Wed, 23 Mar 2016, 08:35:12 EST Wed, 07 Sep 2016, 11:07:47 EST Mon, 26 Sep 2016, 14:39:13 EST Mon, 26 Sep 2016, 14:40:31 EST Sat, 14 Apr 2018, 02:32:40 EST Filtered Full Citation counts:   Cited 20 times in TR Web of Science Cited 27 times in Scopus Search Google Scholar Access Statistics: 489 Abstract Views, 10 File Downloads  -  Detailed Statistics Created: Mon, 25 Jan 2016, 20:46:56 EST

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