'Highlight of My Year' -- Student Insights on Work-Integrated Learning in Fisheries and Aquaculture Science Studies in the Arctic
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| Title: | 'Highlight of My Year' -- Student Insights on Work-Integrated Learning in Fisheries and Aquaculture Science Studies in the Arctic |
|---|---|
| Language: | English |
| Authors: | Ragnhild Sandvoll, Bjorn-Petter Finstad, Monica Alterskjaer Sundset |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):215-231. |
| 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: | Work Based Learning, Animal Husbandry, Undergraduate Students, Agricultural Education, Student Attitudes, Foreign Countries, Curriculum Design, College Curriculum, Student Characteristics, Educational Experience, Education Work Relationship, Context Effect, Organizational Climate |
| Geographic Terms: | Norway |
| Abstract: | Work-integrated learning (WIL) is vital in higher education, enabling students to apply and enhance their knowledge and skills in real-world settings. This study explores WIL experiences and outcomes within a Bachelor's program in Fisheries and Aquaculture Science, emphasizing what students find important for their learning. Based on focus-group interviews, four key themes emerged: WIL curriculum design, host organization, the student themselves, and contextual factors. Overall, students valued WIL for its role in skill refinement and providing professional insights. While most students expressed enthusiasm about their work placements, some critiqued the university and host company, highlighting issues such as learning design, onboarding and supervision. This study provides valuable insights into managing WIL in challenging rural and remote coastal environments. By employing experimental and situated learning theories, this paper offers a comprehensive understanding of how students, as co-creators of WIL quality, navigate their WIL experiences to improve learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506582 |
| Database: | ERIC |
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