Work Integrated Learning in Business

Question: Should Work Integrated Learning be a Requirement of all Undergraduate Business Degrees? Answer: As per the authors, it has become a word of wisdom that completing a work placement as a component of the undergraduate degree brings positive benefits for employers along with graduates. This aspect is of much significance in the contemporary era where the focus is on the economic contribution made by education. The benefit can be considered to be two-fold. Firstly, there is a positive contribution made towards the development of generic employability skills. Secondly, placements are the ideal opportunity for graduate students to have a head start of their career. The data presented in the article were from two sources; qualitative data was received from a programme comprising of 25 interviews that were held between the years 2003 and 2004 with a cross-sectional sample of business and management graduates responding to the Class of 99 survey. Quantitative data was collected from the Class of 99 survey that surveyed graduates of all disciplines completing their undergraduate educatio n after the year 2003. From the findings of the data, it was indicated that the effect of work placement for management and business graduates were inconsistent, contributing to the higher achievement of employment on different measures. The pattern of the results indicated that the impact of work-integrated learning (WIL) depends on the kind of management and business degree. Though the results of the study clearly advocated the benefits of WIL, more is required to be understood regarding the characteristics of a perfect work placement that not only lays the provision for the development of personal attributes and skills but also helps in the demonstration of competencies. According to the authors, higher education stakeholders have shown a growing amount of concern regarding the learning and teaching performances as well as outcomes in business education. There is an emerging gap between the requirements of the industry and the graduate attributes that needs immediate attention. The reasons for such gap has been attributed to lack of generic skills and employment readiness. One suitable technique that can aid in bringing improvements in the development of the generic skills in students is work-integrated learning (WIL). The investment done on constructing WIL opportunities would bring significant benefits. The researchers developed a professional development program (PDP) that was integrated into a business degree program with the aim of helping students learn systematically. The PDP was implemented for 12 months. It was found that the students who had an active involvement in the PDP exhibited major gains in generic skills. They also were found to be better able to manage studies and personal lives. The research indicated that WIL enhances a students end outcome. The article highlighted that the effect of continuous and integrated orientation program with components of WIL can ideally be positive. A rich pool of evidence is in support of PDPs in professional context. WIL can help addressing challenges students face when they enter the industry. WIL is suitable for the demand for a good strength of employment-ready graduates. While it is apparent that WIL can bring about a number of benefits, it is to be explored whether the concerned stakeholders have the vision and commitment to utilise the potential it has. As opined by the author, Work-integrated learning (WIL) has received much attention for being an instrument that enhances professional practice and develops work-readiness in the newly graduates. It is considered to be the point of difference in fostering graduate employability by like communication, team work, problem solving and self-management. The paper investigated the role of WIL on undergraduate employability skills. Data was collected from 131 WIL students in an Australian university. For students of business studies, work placements were an elective component of the degree program. Arrangements were made for some form of placement for business students. It was found from the data that WIL was successful in making difference to the development of skills from university to any workplace. Findings from the study also highlighted the role of integrated and structured exposure to placement for nurturing and supporting professionalism in students. The areas that were impacted upon were time management, working autonomously, multi-tasking and motivation. Findings empirically were in support of the discussion on increased access to WIL opportunities that are approved by the University. Documented improvements in the students were in alignment with the existing literature, but there is still limited research in this particular area. More research in this area would be beneficial for an academic field as well as professional practitioners. The article had a limitation of not using certain variables that are to impact on outcomes at the time of WIL. Prior experience and student readiness may impact the extent of learning at the time of placement. The paper reported on a study of responses given by students towards work integrated learning (WIL) program for undergraduate business management students. The WIL was considered in the final semester of the educational course. The program was made to fit for large classes. It required the students to conduct interviews with businesses on behalf of government councils focusing on support for local business initiatives. The summative assessment encompassed small-group research reports for the councils on the basis of the interviews. The preparation of the students for the WIL was made to alleviate the inbuilt risks of WIL that are curriculum-based for large groups. The preparation included in-class activities and scaffolded formative written assignments in the compulsory classes. It briefed about the project requirement and they were given adequate information on skills and knowledge required for the project. The study drew upon the reflections of the students and the feedback provide d by them. The exploratory interrogation was successful in identifying three flashpoints in the experiences of students during WIL. These flashpoints were central to learning of the students. Through the flashpoints, students were able to learn effectively in different settings. The flashpoints can be considered for offering knowledge about the benefits of WIL programs. From the article, it was clear that WIL enables business students to become better critical thinkers and researchers. WIL needs to be included in the pedagogical approaches of engaged learning in business studies. References Fallon, Wayne. "Flashpoints in students' work-integrated learning in business: Implications for curriculum design."Employment Relations Record12, no. 1 (2012): 66. Freudenberg, Brett, Mark Brimble, and Craig Cameron. "WIL and generic skill development: The development of business students' generic skills through work-integrated learning." Asia-Pacific Journal of Cooperative Education 12, no. (2): 79-93. Jackson, Denise. "The contribution of work-integrated learning to undergraduate employability skill outcomes."Asia-Pacific Journal of Cooperative Education14, no. 2 (2013): 99-115. Wilton, Nick. "The impact of work placements on skills development and career outcomes for business and management graduates."Studies in Higher Education37, no. 5 (2012): 603-620.