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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
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
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  Data: Don't Assume, Just Ask: Student Perspectives and Expectations of Work-Integrated Learning in a Business Course Decision
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Work-Integrated+Learning%22"><i>International Journal of Work-Integrated Learning</i></searchLink>. 2026 27(1):165-181.
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Based+Learning%22">Work Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Capstone+Experiences%22">Capstone Experiences</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 17
        StartPage: 165
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Expectation
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      – SubjectFull: Work Based Learning
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      – SubjectFull: Business Education
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      – SubjectFull: Decision Making
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      – SubjectFull: Capstone Experiences
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      – SubjectFull: Practicums
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Participation
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      – SubjectFull: Canada
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      – TitleFull: Don't Assume, Just Ask: Student Perspectives and Expectations of Work-Integrated Learning in a Business Course Decision
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