Don't Assume, Just Ask: Student Perspectives and Expectations of Work-Integrated Learning in a Business Course Decision
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| Title: | Don't Assume, Just Ask: Student Perspectives and Expectations of Work-Integrated Learning in a Business Course Decision |
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| Language: | English |
| Authors: | Sonja L. Johnston, Michele Jacobsen, Sharon Friesen, Douglas Clark |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):165-181. |
| Availability: | 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/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Expectation, Work Based Learning, Business Education, Decision Making, Capstone Experiences, Practicums, Foreign Countries, Undergraduate Students, Student Participation |
| Geographic Terms: | Canada |
| Abstract: | This qualitative case study, prompted by design assumptions in a work-integrated learning (WIL) capstone course, sought to examine and leverage student voice for learning design beyond traditional means of course surveys and instructor perceptions of quality in evidence of learning. While previous iterations of a capstone WIL course incorporated student feedback during and after the WIL experience, this study sought to proactively understand third-year students' perspectives and expectations prior to their enrollment decision between practicum or capstone. This study offers insights involving the student perceptions around practicum (paid) and capstone (unpaid) WIL experiences. The results of this study also offer insights into the student expectations of the role of student, instructor, institution, and industry partner in WIL experiences. By exploring student insights and raising student voice, we offer course design considerations for more informed decision-making and to enhance the quality of WIL experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506577 |
| Database: | ERIC |
| Abstract: | This qualitative case study, prompted by design assumptions in a work-integrated learning (WIL) capstone course, sought to examine and leverage student voice for learning design beyond traditional means of course surveys and instructor perceptions of quality in evidence of learning. While previous iterations of a capstone WIL course incorporated student feedback during and after the WIL experience, this study sought to proactively understand third-year students' perspectives and expectations prior to their enrollment decision between practicum or capstone. This study offers insights involving the student perceptions around practicum (paid) and capstone (unpaid) WIL experiences. The results of this study also offer insights into the student expectations of the role of student, instructor, institution, and industry partner in WIL experiences. By exploring student insights and raising student voice, we offer course design considerations for more informed decision-making and to enhance the quality of WIL experiences. |
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