Exploring the pedagogies used in work integrated learning

This paper focuses on the pedagogical approaches used in New Zealand WIL programs in terms of integration of student knowledge, and what impact these have on student learning. A collective case study methodology was used involving three areas of tertiary education science and engineering; business and management; and sport studies. The study involved researchers working collaboratively conducting focus group interviews with a selection of WIL students, academic supervisors, and employers from the relevant discipline about their teaching and learning experiences at both the academic institution and in the workplace. Relevant documentation (e.g., course/paper outlines, graduate profiles, etc.) was analyzed to afford data triangulation. The findings indicated that the WIL experience is a point of difference that students and employers value. Student learning (soft and hard skills, personal and professional development) occurs from a variety of sources (self-directed, supervisors, and peers) and a variety of modes (on campus, on placement). The findings reinforce what can be achieved through WIL programs, and through dissemination of the findings raise awareness amongst tertiary education institutions (TEIs) of the future possibilities available
via this pedagogy.