Refereed Proceedings of the 23rd WACE World Conference on Cooperative and Work-Integrated Education, 2023, University of Waterloo, Ontario, Canada. The future of work: Engaging work-integrated learning to achieve innovation, entrepreneurship and economic recovery in an uncertain world

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Refereed Proceedings of the 23rd WACE World
Conference on Cooperative and Work-Integrated
Education, 2023, University of Waterloo,
Ontario, Canada
The future of work: Engaging work-integrated learning to achieve
innovation, entrepreneurship and economic
recovery in an uncertain world
28-30th of June, 2023, University of Waterloo, Ontario, Canada
Editors
Karsten E. Zegwaard, Jenny Fleming, Michelle Eady
ISBN 978-1-7386618-1-7

Front cover: Dana Porter Library, South Commons, University of Waterloo, Waterloo, Ontario, Canada
Photo credit: University of Waterloo

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Refereed Proceedings of the 23rd WACE World
Conference on Cooperative and Work-
Integrated Education, 2023, University of
Waterloo, Ontario, Canada
Held 28-30th of June, 2023, University of Waterloo, Ontario, Canada
Proceedings Editors
Karsten E. Zegwaard, University of Waikato, New Zealand
Jenny Fleming, Auckland University of Technology, New Zealand
Michelle Eady, University of Wollongong, New Zealand
The publisher grants permission and encourages authors to archive the final unaltered published proceedings in
their institutional repositories, distribute directly to a third party, and on their personal websites. The authors and
readers of this proceedings publication can distribute an unlimited number of printed and electronic copies of the
unaltered version of this proceedings publication on the condition that it is the unaltered original version as
published here and that distribution is at no commercial gain.
Published by WACE Inc, Waterloo, Canada
© 2023 WACE Inc
Available online: http://www.waceinc.org/
ISBN 978-1-7386618-1-7

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Conference Committees
Chair of the Conference Organizing Committee
Norah McRae, University of Waterloo
Conference Organizing Committee
Suman Armitage, University of Waterloo
Christine Arsenault, University of Toronto
Justin Bereczki, University of Waterloo
Olivia Bowling, University of Waterloo
Lisa Brackenridge, University of Waterloo
Jenny Fleming, Auckland University of Technology
Vicki Groh, University of Waterloo
Joe Henhoeffer, University of Waterloo
Judy Kay, WACE
Micaela Kelly, University of Waterloo
Joel Mieske, University of Waterloo
Calandra Mueller, Redstone
Carrie Nickerson, University of Waterloo
Carlos Saavedra, University of Waterloo
Bryanne Smart, University of Waterloo
James Stellar, University at Albany
Jodi Szimanski, University of Waterloo
Karsten Zegwaard, University of Waikato
Conference Abstract Review Committee
Jenny Fleming, Auckland University of Technology
Karsten Zegwaard, University of Waikato
Editors of the Proceedings
Karsten Zegwaard, University of Waikato
Jenny Fleming, Auckland University of Technology
Michelle Eady, University of Wollongong
Chair of the Proceedings Review Board
Jenny Fleming, Auckland University of Technology
Review Board
Idris Ademuyiwa, University of Waterloo
Bonnie Dean, University of Wollongong
David Drewery University of Waterloo
Michelle Eady, University of Wollongong
Dave Fenton, University of Toronto
Sonia Ferns, Curtin University
Ainsley Goldman, University of Toronto
Deanna Grant-Smith, Queensland University of Technology
Rachael Hains-Wesson, University of Sydney
Kathryn Hay, Massey University
Shabnam Ivkovic, University of Waterloo
Patricia Lucas, Auckland University of Technology
Andrew Martin, Massey University
Sabine Moebs, Baden-Wuerttemberg Cooperative State University
Antoine Pennaforte, Conservatoire National des Arts et Métiers
James Stellar, University of Albany
Faith Valencia-Forrester, Charles Sturt University
PB Venkataraman, Birla Institute of Technology & Science Pilani
Karsten Zegwaard, University of Waikato
All papers were independently, double-blind peer reviewed by two members of the International Review Board. All
papers published in these proceedings were presented at the 23rd WACE World Conference on Cooperative and
Work-Integrated Education, 2023, University of Waterloo, Ontario, Canada
.

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WACE gratefully thanks the conference sponsors
PLATINUM SPONSOR
AND HOST
GOLD SPONSOR
SILVER SPONSORS
BRONZE SPONSORS
EVENT SPONSORS
NATIONAL AND REGIONAL SUPPORTS

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TABLE OF CONTENTS
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Conference Committees
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Conference Sponsors
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Reversing un(der)employment: assessing the effectiveness of a novel work-integrated learning
program
Idris Ademuyiwa, David Drewery, Anne-Marie Fannon
1
Work-integrated learning and skill: Improving student preparation through innovative
curriculum design
David Fenton
7
Extending beyond the self: Leveraging Brookfield’s four lenses for critical reflection in work-
integrated learning
Ainsley S. Goldman, Danielle T. Moed, Colin McMahon
14
Developing innovative problem-solving skills through applying an ambidexterity framework to
work-based scenarios
Gaia Grant, Martin Dowson, Rachael Hains-Wesson
19
Having fun: Navigating an international research seminar in work-integrated learning
Rachael Hains-Wesson, Anne-Marie Fannon, Borghild Brekke Hauglid
26
Bringing experiential engagement into the introductory psychology classroom through quiz interactions
with avatars
Nicole Mclean, Madelin Martin, James R. Stellar
33
EXAKT4YOU - Interdisciplinary service learning from high performance computing and rural
energy solutions to sustainability communication
Sabine Moebs, Brigitte Ilg
36
*
Neuro-atypical inclusion: How to support neuro-atypical individuals through work-integrated
learning for an inclusive future of work
Antoine Pennaforte
43

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TVET students work-integrated learning for qualification acquisition and employability: A South African
TVET college perspective
Mabu Raphotle
48
Preparing future proof curricula to boost the economy and contribute to social cohesion: A
Western Cape, South African perspective
Lalini Reddy
55
Exploring challenges in work-integrated learning: A learning curve from an Indonesian
perspective
Faizah Sari
61
What Gen Z views as ideal jobs and employers: Generalizations and nuances in the voices of 2,000
university co-op students
My T. Truong, David Drewery, Anne-Marie Fannon
66
An inclusive approach to developing student journalists’ employability
Faith Valencia-Forrester
72
Leveraging work-integrated learning to develop complex problem-solving skills: An innovative
four quadrant model
Pb Venkataraman, G Sundar
78
Work-integrated learning for inclusion of individuals with disabilities in Malaysia
Chu Shi Wei
86
Insights to wellbeing challenges encountered by students during work placement
Karsten E. Zegwaard, Gail Adams-Hutcheson
91
* winner of the Best Paper Award
This document is formatted for A4 and US letter, double-sided printing
Example of citing a paper from these proceedings (APA 7th ed. style):
Ademuyiwa, I., Drewery, D., & Fannon, A.-M., (2023). Reversing un(der)employment: assessing the effectiveness of a novel
work-integrated learning program. In K. E. Zegwaard, J. Fleming, & M. Eady (Eds.), Refereed Proceedings of the 23rd
WACE World Conference on Cooperative and Work-Integrated Education, 2023, University of Waterloo, Ontario, Canada (pp.
1-6). WACE Inc.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 1
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Reversing un(der)employment: assessing the
effectiveness of a novel work-integrated learning
program
IDRIS ADEMUYIWA
DAVID DREWERY
ANNE-MARIE FANNON
University of Waterloo, Waterloo, Canada
INTRODUCTION
Youth unemployment, skill mismatches, and skill gaps remain major challenges for policymakers and
relevant stakeholders. Also, a detrimental consequence of prolonged unemployment is
underemployment or overqualification among graduates (Green & Henseke, 2021; Jackson & Rowe,
2022). This can cause erosion of skills, worsening financial position, and inflict long-term psychological
scars. (Arulampalam et al., 2001; De Fraja et al., 2021; Mousteri et al., 2018). The extant literature
provides strong evidence that participation in skill development programs and high-quality work-
integrated learning (WIL) opportunities can reverse these situations (see Jackson & Collings, 2018;
Jackson & Rowe, 2022; Peters et al., 2014; Wilton, 2012; Wyonch, 2020). WIL provides invaluable
opportunities for students to be proficient in career management competencies, thus enabling them to
achieve better employment outcomes including a high employment rate, greater “fit” between
education and work, and higher earnings (Jackson & Collings, 2018; Jackson & Rowe, 2022; Wilton,
2012;). Put simply, WIL provides invaluable work readiness experience.
However, in a competitive job search and match WIL labor market, employers often prioritize
experienced WIL students over newcomers (Cukier et al., 2018). Consequently, first-time WIL students
have relatively lower WIL employment rates or end up being underemployed. This creates a WIL
experience paradox, where the WIL programs designed to give students pre-labor market experience
restrict some of them because employers prefer to hire experienced WIL students (see Prier et al., 2022).
This is an important issue that has received little attention in the WIL literature. Therefore, this study
contributes to the literature by investigating the impact of a novel WIL skill development intervention
on (under)employment outcomes of first work-term (or newcomers) co-op students in a subsequent
work term. Specifically, the study seeks to investigate if the intervention program (Waterloo Experience
Accelerate) reversed the unemployment and underemployment status of the first work-term co-op
students in their next work term.
THE PROGRAM
The Waterloo Experience Accelerate program (henceforth referred to as WE Accelerate) is a result of
collaboration between the University of Waterloo and industry partners to offer an innovative work

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 2
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
term option specifically for undergraduate co-op students who are entering their first work term and
have not yet found employment. It aims to “accelerate” students upward from unemployment to
meaningful employment in future work terms by helping them develop in-demand skills through
content provided by industry collaborators and team-based project experiences. In terms of modalities,
WE Accelerate is an optional program that can be completed virtually. Students are sorted into industry
collaborator-led streams based on students' preferences and enrollment caps. Each stream includes skill
development work, project work, and career curriculum components that together add up to the 280
hours required for a flexible work term credit. WE Accelerate streams have been offered by Microsoft,
Manulife, Deloitte, and D2L, among others.
LITERATURE REVIEW
Work-Integrated Learning Programs and Employment Outcomes
The benefits of WIL are generally thought to be two-fold: it contributes to the development of generic
employability skills and provides a 'head start' for graduates at the outset of their careers (Wilton, 2012).
The latter has been a relatively popular subject in the literature with recent papers even focusing on the
impact of other forms of WIL apart from the embedded WIL on employment outcomes (see Jackson &
Collings, 2018 and Jackson & Rowe, 2022). In general, while the evidence on the effect of WIL on labor
market outcomes is positive, its impact on specific outcomes varies. Some studies found that contrary
to widely held assumptions, participation in WIL does not necessarily translate into significantly higher
full-time employment rates compared to non-participants (see, for example, Jackson & Collings, 2018;
Jackson & Rowe, 2022; Kinash et al., 2016; Peters et al., 2014; Wilton, 2012). However, most empirical
studies find evidence that participation in WIL could lead to higher quality, relevant employment. For
example, Jackson & Collings (2018) found that although participation in WIL or placement programs
did not significantly increase the full-time employment rates among bachelor graduates from a Western
Australia University, it led to more appropriate employment compared to non-participants in both the
short and long term. Results from studies focusing on Ontario Canada have not been significantly
different (See Peters et al., 2014; Walters & Zarifa, 2008; Wyonch, 2020).
This study differs from the existing literature by focusing on the outcomes of current co-op students,
and especially how to address the WIL experience paradox.
METHOD
Analysis
Analysis was undertaken using the JASP 0.16.2 open-source statistical analysis software. Descriptive
analysis and inferential statistical methods are used. The analysis focuses on students who were in their
first co-op work term in the May to August 2021 semester and were also available for their second work
term in the January to April 2022 semester. The study explores the outcomes for three May to August
2021 semester student groups (i.e., the WE Accelerate participants, the unemployed, and the employed
groups). The study was approved by the Research Ethics Board of the University of Waterloo – ORE # 44664.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 3
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Data Sources
The two sources of data used are as follows:
1. UW CEE Students' Employment Data: This data is sourced from a rich administrative
employment database of students participating in the University of Waterloo co-op program
called “WaterlooWorks". The dataset contains data on students, employers, their co-op jobs,
and participation in WE Accelerate.
2. UW CEE Rate My Work Term (RMWT) Data: The RMWT is a co-op performance evaluation
report filled by the co-op students assessing their experiences at the end of the work terms. They
contain students’ ratings of selected aspects of their work terms.
Measures
Employment measures
Employment measures considered include employment rates, students’ earnings, and the timing of
employment offers. The employment rate measures the percentage of students with co-op work term
employment during the January to April 2022 semester. The timing of employment considers the
percentage of students who got matched early to their employers. Early matches occur by the end of the
first half of the competition – by the third of six recruitment cycle dates.
Underemployment measures
Underemployment can take on different dimensions including overqualification, skill mismatches, and
getting paid below reference wages (see Jones, 1971). Here, underemployment measures used include
the proportion of students earning above the average wages for their experiences and academic level,
student pay satisfaction, and the percentage of students with senior-level jobs or equivalent. Employers
assign junior, intermediate, and or senior tags to jobs they advertise as they deem appropriate.
RESULTS
Impact of WE Accelerate on Employment Outcomes
Table 1 provides the summary statistics of the characteristics of the students. Most of them were either
in the engineering or mathematics faculties. While about 78% of the first work-term students were
employed during the May to August 2021 semester, by January to April 2022, about 96% of all the
students, irrespective of their status in May to August 2021 were employed. We tested and confirmed
that the three student groups do not differ significantly across the major demographic characteristics
examined.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 4
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
TABLE 1: Descriptive statistics for the May to August 2021 semester student groups
Employment Status
Faculty
Frequency
%
S2021 Status
Frequency
%
Arts
106
5.7
Unemployed
103
5.5
Engineering
963
51.4
WE Accelerate
318
17.0
Environment
142
7.6
Employed
1,453
77.5
Health
11
0.6
Mathematics
629
33.6
W2022 Status
Science
23
1.2
Unemployed
72
3.8
Total
1,874
100
Employed
1,802
96.2
Employment rates
Table 2 shows the employment rates in the January to April 2022 semester for the three May to August
2021 student groups. All student groups had very high employment rates, especially those who were
employed in the May to August 2021 semester (i.e., 97.8%). However, the employment rates in the
January to April 2022 semester for the two other groups were very close. Inferential statistics results
presented in Table 2, show that there is no statistically significant difference between the frequency of
employment between WE Accelerate participants and students that were unemployed in the May to
August 2021 semester, X2(421) = 0.22, p = 0.64. Therefore, while participating in WE Accelerate is
associated with better employment rates, it does not translate into a higher likelihood of getting a job
compared to the other student group. Similar results hold when we compare the median wages across
the student groups.
Timing of employment
Apart from the employment rates, another important employability measure is how quickly students
get jobs or get matched with their preferred employers. Quicker matches or reductions in
unemployment duration is an important outcome for both co-op students seeking employment and
their potential employers. Table 2 shows that participation in WE Accelerate is associated with getting
matched to jobs early, as a higher percentage of the program participants got matched to their preferred
job early (68%). This figure is significantly higher than those of the unemployed group, X2(382) = 4.00,
p = 0.04.
TABLE 2: Employment outcomes for student groups in the January to April 2022 semester
Status in S2021
Inferential Statistics (a vs. c)
Indicators
Employed (a)
WE Accelerate (b)
Unemployed (c.)
Test value
p-value
N
Employment Rate (%)
97.8
90.9
89.3
X2 = 0.22
0.64
421
Early employment (%)
84.4
67.9
56.5
X2 = 4.00
0.04
382

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 5
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Impact of WE Accelerate on Underemployment Outcomes
Table 3 presents the results examining the relationship between participation in the WE Accelerate
program and the underemployment measures used.
TABLE 3: Underemployment outcomes for student groups in the January to April 2022 semester
Status in S2021
Inferential Statistics (a vs. c)
Indicators
Employed (a)
WE Accelerate (b)
Unemployed (c.)
Test value
p-value
N
Likelihood of getting a
senior-level job (%)
68.5
63.1
45.7
X2 = 8.79
<0.01
382
Above reference wages (%)
66.4
52.5
39.5
X2 = 3.91
0.05
320
Pay satisfaction
4.17 (0.96)
4.20 (0.95)
3.88 (1.18)
t-test = 0.44
0.01
316
Level of jobs
If employers believe that the WE Accelerate program is value-adding to students, they are likely to
employ and assign those students to jobs that optimize their skills and productivity such as senior-level
positions. Table 3 shows that a high proportion of participants in WE Accelerate (i.e., 63%) got jobs that
employers described as senior-level positions in the January to April 2022 semester. This proportion is
significantly larger than those of students who were unemployed in the May to August 2021 semester,
X2(382) = 8.79, p <0.01.
Reference wages and pay satisfaction.
The next measure of underemployment considers the proportion of WE Accelerate participants who
earn above their reference wages and if they are satisfied with their earnings. We measure reference pay
as the average amount employers pay students with a given set of characteristics, including their
academic levels, number of previous co-ops completed, and faculty. Table 3 shows that more than half
of the participants in WE Accelerate (52%) earned above the reference wage, compared to just about
40% for the unemployed group. Moreover, the results show that the differences between both groups
are statistically significant, X2(320) = 3.91, p <0.05. Table 3 also shows that the average pays satisfaction
scores (based on a five-point scale) recorded by WE Accelerate participants are higher than those of
other group and statistically larger than those of their comparators.
CONCLUSION
Can a work-integrated learning (WIL) program reverse un(der)employment for first work-term
students? This study uses rich administrative datasets on a novel WIL program to investigate this
question. Specifically, the study examines the impact of participating in the WE Accelerate skill
development program on employment and underemployment outcomes for inexperienced
unemployed co-op students in subsequent work terms. Three findings are noteworthy. First, students
who were unemployed and chose not to participate in the WE Accelerate program had the least
desirable employment and underemployment outcomes in their subsequent work term. Second, WE
Accelerate participants outperformed the unemployed student group. Although the program

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 6
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
participants did not have significantly higher employment rates and wages, they had better chances of
getting a job early, getting employed in a senior position, earning higher than the average salaries for
their levels of experience and faculty, and reported higher pay satisfaction in the next work term after
their participation. Third, and not surprisingly, students who were employed in their first work term
had the best employment and underemployment outcomes in the next term.
These results provide at least two major insights. One is that WIL programs especially skill development
interventions have the potential to reverse WIL students’ status from unemployment or
underemployment over time. Two, the WE Accelerate program is evidently effective in addressing the
WIL experience paradox. By providing opportunities for unemployed first work-term students to
engage in group projects, career training, and skill development, WE Accelerate can serve as a work-
readiness program for unemployed newcomers in co-op by providing them with vital experience that
employers prioritize.
REFERENCES
Arulampalam, W., Gregg, P., & Gregory, M. (2001). Unemployment Scarring. The Economic Journal, 111(475), F577–F584.
https://doi.org/10.1111/1468-0297.00663
Cukier, W., Campbell, M., & McNamara, L. (2018). Ensuring equitable access to work-integrated learning in Ontario. Diversity
Institute.
https://www.ryerson.ca/diversity/reports/Ensuring_Equitable_Access_to_WorkIntegrated_Learning_in_Ontario.pdf
De Fraja, G., Lemos, S., & Rockey, J. (2021). The Wounds That Do Not Heal: The Lifetime Scar of Youth Unemployment.
Economica, 88(352), 896–941. https://doi.org/10.1111/ecca.12384
Green, F., & Henseke, G. (2021). Europe’s evolving graduate labour markets: supply, demand, underemployment and pay.
Journal for Labour Market Research, 55(1). https://doi.org/10.1186/s12651-021-00288-y
Jackson, D., & Collings, D. (2018). The influence of Work-Integrated Learning and paid work during studies on graduate
employment and underemployment. Higher Education, 76(3), 403–425. https://doi.org/10.1007/s10734-017-0216-z
Jackson, D., & Rowe, A. (2022). Impact of work-integrated learning and co-curricular activities on graduate labour force
outcomes. Studies in Higher Education, 1–17. https://doi.org/10.1080/03075079.2022.2145465
Jones, E. B. (1971). The Elusive Concept of Underemployment. The Journal of Human Resources, 6(4), 519–524.
https://doi.org/10.2307/144889
Kinash, S., Crane, L., Judd, M.-M., & Knight, C. (2016). Discrepant stakeholder perspectives on graduate employability
strategies. Higher Education Research & Development, 35(5), 951–967. https://doi.org/10.1080/07294360.2016.1139555
Mousteri, V., Daly, M., & Delaney, L. (2018). The scarring effect of unemployment on psychological well-being across Europe.
Social Science Research, 72, 146–169. https://doi.org/10.1016/j.ssresearch.2018.01.007
Peters, J., Sattler, P., & Kelland, J. (2014). Work integrated learning in Ontario’s postsecondary sector: the pathways of recent
college and university graduates. Toronto: Higher Education Quality Council of Ontario.
https://www.voced.edu.au/content/ngv:68693
Prier, A., Fannon, A., Cox, J., & Armitage, S. (2022). Waterloo Experience Accelerate: Exploring a specialized work-integrated
learning program and its application to support work-readiness. In T. J. Pretti, J. Fleming, & K. E. Zegwaard (Eds.),
Refereed Proceedings of the 4th WACE International Research Symposium on Cooperative and Work-Integrated Education, 2022,
Kanazawa Institute of Technology, Japan (pp. 1-6). WACE Inc.
Walters, D., & Zarifa, D. (2008). Earnings and employment outcomes for male and female postsecondary graduates of co-op and
non‐coop programmes. Journal of Vocational Education & Training, 60(4), 377–399.
https://doi.org/10.1080/13636820802591863
Wilton, N. (2012). The impact of work placements on skills development and career outcomes for business and management
graduates. Studies in Higher Education, 37(5), 603–620. https://doi.org/10.1080/03075079.2010.532548
Wyonch, R. (2020). Work-Ready Graduates: The Role of Co-op Programs in Labour Market Success. SSRN Electronic Journal.
https://doi.org/10.2139/ssrn.3520206

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 7
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Work-integrated learning and skill: Improving student
preparation through innovative curriculum design
DAVID FENTON
University of Toronto Scarborough, Toronto, Canada
INTRODUCTION
Globalization and the emergence of Industry 4.0 are driving technological innovation at unprecedented
speeds (Sutherland & Symmons, 2013; Winterton & Turner, 2019; Dean & Campbell, 2020; Zegwaard et
al., 2020). The workplace demands modernized skill sets, the ability to work in a variety of roles and
within multi-disciplinary teams (Winterton & Turner, 2019; Twyford & Dean, 2021; Sutherland &
Symmons, 2013, p. 303; Dean & Campbell, 2020). Higher education (HE) institutions are expanding
work-integrated learning (WIL) in the curricula through the design and delivery of authentic practice-
based, and non-workplace-based experiences to better develop these skills (Jackson & Meek, 2021;
Twyford & Dean, 2021; Chiose, 2016; Kay et al., 2019; Ančić & Divjak, 2022; CEWIL Canada 2022; Dean
& Campbell, 2020). Despite this growth of these practices, questions remain about student preparation
prior to beginning a WIL experience (Campbell et al., 2021). A critical synthesis of WIL research on
student development and curriculum design raises two questions:
1. What are some innovative pedagogical approaches that can enhance student learning and
workplace relevant skills prior to a WIL experience?
2. What are student and faculty views of these methods in curricular WIL, and are they perceived
to be effective?
An exploration of theoretical tenets of WIL such as scaffolding (Cooper et al., 2010), critical reflection
(Dewey, 1933; Buchanan et al., 2022), transformative learning (Mezirow, 1991), and agency (de Villiers
Scheppers, 2019) provides a theoretical foundation of WIL curriculum design principles, offering a
baseline standard for designing ideal learning outcomes. A discussion of these principles illuminates
their prevalence in methods like problem-based learning (PBL) (Allen et al., 2011; Branch & Hayes,
2017), digital game-based learning (DGBL) (Jackson & Meek, 2021), and case-based learning (Twyford
& Dean, 2021). This discourse suggests these are effective in developing the skills that industry dictates
students require to be successful in WIL. Aligning the current research in this domain against suggested
outcomes from these teaching methods, suggests their potential for enhancing student learning and
improving work-relevant skills development, increasing student preparedness for WIL.
BACKGROUND
A systematic review of research on employer and industry partners’ perspectives suggests many
students who participate in WIL are insufficiently skilled for their initial workplace experiences (Jackson
et al., 2017). Other literature indicates that the standard of student work often does not initially meet
expectations (Cooper et al., 2010; Jackson et al., 2017; Winterton & Turner, 2019). While there are few
studies focusing on student preparation before WIL experiences (Cooper et al., 2010), the literature

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 8
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
under discussion suggests employers perceive the quality of oral presentations, grammar and spelling,
attention to detail, and report writing to be subpar (de Villiers-Scheepers et al., 2018).
This discussion examines WIL research in three education databases. The International Journal of Work-
Integrated Learning (IJWIL), Education Source, and The Education Resources Information Center (ERIC) were
searched for keywords and key phrases. The terms used were Work-integrated learning, students’
preparation for work-integrated learning, WIL curriculum design, skills development, and employer
perceptions of student preparation. This identified 35 focused articles for review, 28 of which are used
in this analysis. A close reading and critical synthesis of these studies illuminates common theories
(Billet, 2009) from the literature, particularly; scaffolding (Cooper et al., 2010), critical reflection (Dewey,
1933; Buchanan et al., 2022), transformative learning (Mezirow, 1991), and agency (de Villiers Scheppers,
2019). This review highlights innovative pedagogical approaches such as PBL (Allen et al., 2011; Branch
& Hayes, 2017), DGBL (Jackson & Meek, 2021), and case-based learning (Twyford & Dean, 2021) as ideal
methods, and possible solutions, for enhancing student learning while addressing employer-perceived
deficiencies in curriculum (Jackson & Meek, 2021). These terms and concepts are outlined below to offer
a theoretical foundation for this discussion, beginning with a definition of WIL.
THEORIES AND CONCEPTS OF WORK-INTEGRATED LEARNING
WIL is defined by nine modalities: co-operative education, internship, entrepreneurship, service
learning, applied research projects, professional practicum and clinical placements, field placements,
and work experience (McRae et al., 2018, pp. 5-6). Co-operative Education and Work-Integrated
Learning Canada (CEWIL Canada) defines WIL as:
Curricular experiential learning that formally and intentionally integrates a student’s academic
studies within a workplace or practice setting. WIL experiences include an engaged partnership
of at least: an academic institution, a host organization and a student. WIL can occur at the course
or program level and includes the development of learning outcomes related to employability,
personal agency and life-long learning. (CEWIL Canada, 2018)
Analyzing WIL curricula through this lens offers a better understanding of principles on which learning
outcomes might be best achieved while acknowledging that the definition of WIL is expanding to
include placement and non-placement WIL (NPWIL) types (Dean et al., 2020). Central to this
conversation are the concepts of scaffolding, critical reflection, transformative learning, and agency as
defined below.
Scaffolding
Scaffolding adopts an iterative approach to learning with support from the instructor until
competencies are achieved and repeated by the student alone, developing intellectual processes,
allowing for observation, demonstration, and offering hints (Cooper et al., 2010). It stems from
Vygotsky’s (1978) discourse on the zone of proximal development, or what can be done alone versus
what can be accomplished with guidance (Vygotsky, 1978; Cooper et al., 2010). Scaffolding innovative
pedagogical techniques within curriculum is an effective means for cumulative skills development
before a WIL experience.

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Critical Reflection
Critical reflection considers adjacent ideas, theories, experiences, and social contexts that inform
transformative practice (Mezirow, 1991; Buchanan et al., 2022, p. 115). According to Buchanan et al.
(2022) critical reflection supports training students to become reflective professionals, equipping them
with the ability to plan their own learning throughout their careers. Critical reflection is an essential
component of the experiential learning theory and foundational for WIL as a pedagogy (McRae et al.,
2018). If scaffolded intentionally into curriculum, critical reflection can enhance the outcomes of WIL
and better prepare students for a workplace experience.
Transformative Learning
According to Mezirow (1991, 2000, 2003), transformative learning is a shift in frames of reference- often
fixed beliefs and expectations- increasing the learner’s sense of inclusion, openness, reflection, and
ability to change. This process creates new reference points resulting in justified beliefs, with a potential
to influence future action (Mezirow, 2003, p. 58). Frames of reference include interpersonal
relationships, political orientations, cultural bias, ideologies, schemata, stereotypes, religious doctrines,
and preferred aesthetic standards (p. 59). Relating to curriculum design in WIL, transformative learning
is achieved when learning is scaffolded with WIL experiences involving critical reflection throughout
the curriculum (Ebrall et al., 2008; Buchanan et al, 2022, p. 122). Research suggests that the creation of
agency in students is driven by this phenomenon.
Agency
Trede and Flowers (2020) define agency as a concept commonly associated to understanding of context,
being able to identify choice, increase individual professional judgment, and the capacity to analyze
consequences for self, others and general public interest. Agency is dependent on self and social context
(p. 373). It is a defining feature of professionalism and something students should nurture before
graduation to meet the demands of the workplace (p. 372). With regards to curriculum design, the
development of agency requires pre-meditated and well-articulated choices about design elements that
elicit purposeful outcomes (Trede & Flowers, 2020, p. 374). Understanding how to cultivate capacity
through an iterative and scaffolded approach, including critical reflection, promotes transformative
learning that builds agency. The following section of this discussion reviews emerging pedagogical
approaches that apply these theoretical concepts.
Emerging Pedagogical Approaches
Problem-based learning
PBL involves students working collaboratively, coupled with mentorship and guidance from faculty,
as students learn by resolving often complex, and realistic problems to co-define solutions (Allen et al.,
2011, p. 21). PBL promotes life-long learning, connecting newly acquired knowledge to an existing
informational repertoire (p. 25). Benefits of PBL, such as life-long learning, integration of new
knowledge, teamwork, conflict management and resolution, and enhancing leadership skills are noted
elsewhere in WIL literature (McRae & Johnston, 2016; Jackson & Meek, 2021). While it is one of many

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University of Waterloo, Ontario, Canada
modalities recommended for improving student preparation, it would be best integrated alongside
other techniques outlined below.
Digital game-based learning
Digital game-based learning (DGBL) includes video games (often complex) and simulations to enhance
student learning experiences (Carenys et al., 2017; Jackson & Meek, 2021). Business games are effective
at improving competence, critical thinking, and problem-solving (Silva et al., 2019; Jackson & Meek,
2021). Research suggests these attributes are in great demand by many employers recruiting from
higher education institutions (Twyford & Dean, 2021). Critics state that this approach fosters superficial
learning (pp. 71-72); however, like PBL, DGBL develops competencies that are sought by employers
(Kay et al, 2019). As such, this could be considered as one of many approaches to enhance learning and
skills development for WIL.
Case-based learning
This involves components of PBL and simulation, as well as group work on industry partnered projects
(Twyford & Dean, 2021, p. 493). Simply put, case-based learning blends many pedagogical techniques,
all having benefits, especially when blended, focusing on improving the development of transferable
skills and discipline specific competencies (Twyford & Dean, 2021). As such, this is an ideal
consideration for enhancing student preparation prior to entering a WIL experience which will be
discussed in the next section by discussing the effectiveness of these modalities to justify their adoption
in practice.
DISCUSSION
Employers perceive that many students who participate in WIL activities are insufficiently skilled for
their initial experiences (Jackson et al., 2017) despite the importance Billett (2011, 2015) places on student
development prior to WIL experiences to enhance learning outcomes in the workplace. Cooper et al.
(2010) posits curriculum as an issue with this function, requiring a focus on teaching and learning (p.
77). Research suggests that students struggle with practical recommendations, working in teams, and
requisite skills (Cooper et al., 2010; Jackson et al., 2017; Winterton & Turner, 2019). Based on this
interpretation, there is a disconnect between preparatory activities in the classroom before WIL, and
what presents itself initially in the workplace (Jackson & Meek, 2021). Undoubtedly, students
participating in WIL require additional support, especially students lacking previous experience
(Cooper et al, 2010). WIL aims to help students develop professional competencies and enhance their
employability, and as such, educators must help facilitate the transfer of knowledge between all the
learning environments (p. 77).
The review of the literature suggests best practices for student preparation include pre-placement
workshops, resume reviews, and interview coaching, but these are only relevant for entering the
workplace, they do not prepare students for what happens in those surroundings (de Villiers-Scheepers
et al., 2018). Enhancing student learning in the workplace requires deliberate classroom training to
guide students how to learn in that context (p. 81). Jackson and Meek (2021) posit the validity of
alternatives to workplace-based models, including authentic experiences, to increase access for students

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who are not able to enter the workplace, suggesting new preparatory interventions to do so (p.70).
Scaffolding problem-based learning, digital game-based learning, and case-based learning, including
critical reflection, serves to better prepare students for traditional WIL. The review of the literature
herein and the synergies between the outcomes identified highlights the enrichment of the student
learning outcomes by these means. Specifically, critical reflection is shown to be most effective when
scaffolded throughout a curriculum (Buchanan et al., 2022). Cooper et al. (2010) highlights that the
experiences are more impactful when they are scaffolded, like co-op, instead of one lump sum, like
internships (McRae et al., 2018). The intentional integration of these elements offers a transformative
learning experience that improves the student agency, and if incorporated in advance of a student’s
workplace-based learning experience, students will be best prepared to navigate that environment
effectively (Cooper et al., 2010; Trede & Flowers, 2020; Buchanan et al., 2022). Research suggests that
student learning outcomes for WIL are enhanced when training experiences are authentic, intentional,
and co-designed with industry partners, including elements of scaffolding and critical reflection
(Twyford & Dean, 2021). These concepts have been synthesized and distilled in this discussion using
a review of theory and concepts and connecting them to one another. Going forward, it would be
valuable to measure these outcomes from participants from all stakeholder groups to assess how well
these techniques enhance the desired outcomes, or not.
CONCLUSION
The review of recent literature on WIL, student development, and curriculum design in this paper
exposes both a need and solution to improve student development prior to WIL. Current practices for
training students beforehand, that is, pre-placement workshops, resume coaching, and interview
preparation- are adequate, but only relevant for entry to the workplace, and are not preparing students
for what happens once they enter (de Villiers-Scheepers et al., 2018). Expanding WIL curriculum
development requires examination in the domains of student training and non-placement-based models
to measure quality and efficacy, to better inform practice (Cooper et al., 2010; Twyford & Dean, 2021).
Student learning in the workplace can be enhanced with training in the classroom beforehand (Cooper
et al., p. 81) and our response to the COVID-19 pandemic espoused incredible innovation in teaching,
learning and curriculum design thinking (Zegwaard et al., 2020; Dean & Campbell, 2020). Leveraging
this spirit of experimentation enables changes to WIL curricula in higher education. It is a unique
opportunity to rethink the approaches to student development to include deliberate integrations of
innovative learning methods such as PBL, DGBL, and case-based learning to be scaffolded throughout
the curriculum, and critical reflection. This ideal model will provide transformative learning
experiences that not only engage students but that encourage workplace relevant skills development,
allowing for enhanced WIL learning outcomes (de Villiers Scheppers et al., 2018; Dean & Campbell,
2020; Jackson & Meek, 2021). Further research on this topic might inspire others to incorporate some of
the ideas and approaches suggested herein to enhance student learning experiences and training in the
classroom.

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LIMITATION OF ANALYSIS
Several gaps exist in the literature on WIL (Björck, 2020; Gellerstedt et al., 2015), especially student
development (Dean & Campbell, 2020), and specifically preparing students for WIL (Cooper et al.,
2010). Many accepted theories on practice-based learning and experiential learning from Dewey (1938),
Piaget (1978), and more recently Billett (2009) reinforce the validity of WIL as a pedagogical approach,
yet empirical evidence on the impact of these models limits the knowledge surrounding outcomes
(McRae et al., 2018). Learning integration matters most for curriculum design, and according to
Gellerstedt et al. (2015), this domain of knowledge is currently lacking in WIL research, limiting its wide
acceptance in academia (p. 4). Despite the lack of research specific to skills development in preparation
for WIL experiences in higher education, studies on the principles of curriculum design for WIL is rich
enough to provide a theoretical underpinning for this discussion.
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Campbell, M., Russell, L., Thomson, K., Tunny, R., Smith, L., & McAllister, L. (2021). The Construction and Testing of a
Framework to Assure the Institutional Quality of Work-Integrated Learning. International Journal of Work-Integrated
Learning, 22(4), 505-519.
Carenys, J., Moya, S., & Perramon, J. (2017). Is it worth it to consider videogames in accounting education? A comparison of a
simulation and a videogame in attributes, motivation and learning outcomes. Revista De Contabilidad, 20(2), 118–130.
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CEWIL Canada. (2018). WIL Definitions. CEWIL Canada. https://www.cewilcanada.ca/CEWIL/CEWIL/About-Us/Work-
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Chiose, S. (2016, June 2nd). Group wants workplace stints for all postsecondary students. The Globe and Mail.
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Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: a guide to effective practice. Routledge.
Dean, B. A., & Campbell, M. (2020). Reshaping work-integrated learning in a post-COVID-19 world of work. International
Journal of Work-Integrated Learning, 21(4), 355–364.
Dean, B., Yanamandram, V., Eady, M., Moroney, T., & O’donnell, N. (2020). An institutional framework for scaffolding work-
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Extending beyond the self: Leveraging Brookfield’s
four lenses for critical reflection in
work-integrated learning
AINSLEY S. GOLDMAN
DANIELLE T. MOED
COLIN MCMAHON
University of Toronto, Toronto, Canada
Although critical reflection typically is conceptualized and practiced as a solo endeavor,
it’s actually a collective enterprise (Brookfield, 2017, p. 68).
Critical reflection has been identified as vital to the learning process (Ash & Clayton, 2009) and is an
essential part of work-integrated learning (WIL), a pedagogical approach that facilitates student
learning by integrating experiences across academic and workplace contexts (Billett, 2009). While there
are many models of reflection, new approaches to critical reflection are needed that consider the social
contexts in which students learn and work. Community engaged learning (CEL) has a rich history of
examining its approach (Brabazon et al., 2019) and often considers these contexts as part of its reflective
processes, but a parallel framework for critical reflection appropriate for WIL has not yet been proposed.
This article briefly outlines some of the models of critical reflection commonly used in WIL and
summarizes Brookfield’s model for critically reflective teachers. Inspired by Brookfield, the authors
propose a multi-lens framework for critical reflection in WIL along with suggested reflection questions,
considerations for application, and potential areas for future research.
Although several critical reflection models exist, Kolb’s (1984) experiential learning cycle, Gibbs’ (1988)
reflective cycle, Driscoll’s (2007) ‘What, So What, Now What?’ model, drawn from Borton (1970), and
Ash and Clayton’s (2004) DEAL Model, represent those most frequently discussed as guiding
frameworks for critical reflection in experiential learning and WIL. Structurally, these models are
typically presented as a linear process within cyclical frameworks, whereby individuals describe an
experience, examine the experience to some degree, and conclude by relating their examination to future
action, outcomes or development of practice (Redfern & Bennett, 2022). It should be noted that while
Kolb does not prescribe that students follow a sequential cycle (Kolb et al., 2000), WIL programs and
curricula often begin with the ‘concrete experience’ and move sequentially through the cycle. More
significantly, these models focus on the development of self-awareness and learning from an individual
perspective, rather than one that is both individual and relational (Redfern & Bennett, 2022). Recent
contributions have suggested that to deepen critical reflection one must also consider the contextual
features mediating an experience, such as the interactional structural aspects and alternative
standpoints as additional objects of knowledge upon which to reflect (Holdo, 2022; Humphrey, 2009;
Lucas, 2017).

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Brookfield suggests a different approach to critical reflection than the common cyclical models. He
introduced his approach to critical reflection (1995) specifically for educators in higher education,
immediately receiving positive reviews (Hunt, 1996; King, 1996). His new edition was published 22
years later and while revisions reflect a more current context, the general method remains the same
(Brookfield, 2017). After outlining the theories and principles that ground his work, he proposes the
application of four lenses to help educators scrutinize their teaching assumptions: students’ eyes;
colleagues’ perceptions; personal experience; and theory and research (2017).
For the students’ eyes, Brookfield presents ways that educators might better understand how different
students in the same class see their teacher; for the colleague’s perceptions, he suggests that educators’
peer teachers can ask questions, offer alternative perspectives, and help to break down isolation; for the
personal experience, Brookfield recommends that teachers reflect on their own experiences as learners to
shed light on the experiences of their students; and for the theory and research lens he urges educators to
consult theory to help understand what is happening in their classroom, communicate it with others,
and take deliberate action (Brookfield, 2017).
Brookfield’s approach to critical reflection is informed by critical social theory and he views critical
reflection as an inherently political process (Brookfield, 2004). Reflection is critical when it helps to
uncover assumptions about power and hegemony (Brookfield, 2017) and implement a change or
transformation (Fook, 2007; Fook & Askeland, 2007). Critical social theory is intrinsic to CEL, which
typically occurs in not-for-profit and grassroots contexts. Students are often prompted to reflect
critically on contexts, perspectives or lenses, including technical, cultural, political and
postmodern/post-structural (Butin, 2005; Carrington & Selva, 2010). In CEL, students are also
encouraged to reflect alone, with classmates, and with community partners (Eyler, 2001).
WIL students can also benefit from critically reflecting from multiple perspectives to support their
development of agency and professional identity (Trede & Jackson, 2021). Inspired by Brookfield’s four
lenses for critical reflection, the authors propose a critical reflection framework applicable to WIL that
extends beyond individual and considers the relational and collective aspects of WIL. The four lenses
are: community, peer, personal, and theoretical (Figure 1).
The proposed community lens is a novel one, developed especially for the WIL context instead of the
audience of teachers that Brookfield had in mind. This lens encompasses the perspectives, or perceived
perspectives of those served by the organization and those working within it. By applying this lens,
students are prompted to think critically about power and who is being served by the organization and
how they may be affected by social systems, funding, policy etc. While these topics are frequently
examined in CEL courses, they are often not fully explored in WIL, where doing so may lead students
to “reflect and act with more intention and purpose in order to improve practice” and develop as more
deliberate professionals (Trede & Jackson, 2021).

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FIGURE 1: Brookfield’s original four lenses for critically reflective teachers (1995, 2017) and proposed
multi-lens framework for critical reflection in WIL
The peer lens can be directly applied to WIL as students have much to learn from their classmates
experiencing similar WIL opportunities; it might be used to “ferret out assumptions, challenge
groupthink, and consider multiple perspectives on common experiences” (Brookfield, 2017, p. 115). For
example, Brookfield’s critical conversation protocol uses a role-playing activity in which storytellers
describe their experiences; detectives help to uncover assumptions and offer alternative interpretations;
and umpires monitor when judgement might be creeping into a conversation and keep the group
focused on task (2017).
The personal lens maps easily onto Brookfield’s and makes space for students to consider how their
history shapes who they are. It provides them with opportunities to reflect on their own identity and
positionality and how these may impact their assumptions and experiences.
The theoretical lens parallels Brookfield’s and is often included in critical reflection in WIL. Theory can
provide a coherent and comprehensive explanation of a piece of the world (Brookfield, 2017) and
connecting it to WIL experiences allows students to think “big picture” and plan intentional actions.
The multi-lens framework for critical reflection in WIL represents a wholistic process, whereby students
may move within and between the four lenses, leveraging applicable reciprocal relationships with peers
and organization partners where appropriate to examine and construct new knowledge and meaning
from their experiences. A series of questions are provided for each lens to inspire critical reflection
activities and assessments. WIL faculty and practitioners may choose to include or modify these to suit
their contexts.
Community Lens:
• Who is being served by the organization? Who is not being served?
• What are the organization’s priorities and needs?
• How is this organization impacted by social systems, funding, policy, etc?
• What did the experience reveal about the organizations’ goals, mission, values and/or interests?

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Peer Lens:
• How were my assumptions or pre-conceptions similar or different to those of my peers?
• What alternative interpretations of events do my peers have?
• What shared experiences do I have with my peers and how can we leverage these shared
experiences for future action?
• What is the relationship between my views or beliefs on power/privilege and those of my peers?
(Fook, 2007)
Personal Lens:
• What privilege did I bring to the experience and how might it have shaped my experiences?
• What assumptions or expectations did I bring to the situation?
• What personal strengths or areas for improvement did I notice?
• Did I reinforce or challenge a social system or assumption in how I acted or reacted?
Theoretical Lens:
• How did I or someone else articulate and/or apply concepts or theories during the experience?
• How did the experience reinforce, change or challenge my understanding of a particular theory
or concept?
• Based on my analysis of the experience, is the course material or my understanding of the
material adequate? What might need to change?
• What actions can I take informed by my new or enhanced understanding of X concept or
theory?
Just as it is important to be strategic in providing questions that can spark critical reflection among
learners, it is also vital to consider the range of contextual factors in a WIL experience when determining
the optimal application of the proposed multi-lens framework. Some of the key considerations include
the type of WIL, the course delivery format (in-person, hybrid, remote), the depth of connection to the
workplace(s), students’ capacity to critically reflect, the relational dynamics with peers and partners
from equity-deserving groups, and the opportunities for learners to integrate and consider wholistically
the four discrete lenses and foci of critical reflection. Taking such considerations into account and
adapting the multi-lens framework to fit the specific learning contexts and objectives of a WIL
opportunity will help ensure sufficient time is devoted to preparation and facilitation, as well as
heightened awareness of the positionality, interests, and capacities of the learners and partners
involved. Engaging intentionally in the application and adaptation of this model of critical reflection
can enhance students’ learning from experience, develop their ability to consider diverse perspectives,
and build the meta-cognitive skills that will help them better understand their own learning processes.
The authors have proposed a framework for critical reflection in WIL that is quite different from models
of critical reflection currently used in WIL. While CEL has a rich history of examining different
perspectives and assumptions, this approach is relatively new to WIL and additional research is needed
on the application of this framework. Though there are considerations for appropriate application, there
is immense potential benefit for all stakeholders when students are exposed to different angles of critical
reflection.

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Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 19
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Developing innovative problem-solving skills through
applying an ambidexterity framework to work-based
scenarios
GAIA GRANT
University of Sydney, Sydney, Australia
MARTIN DOWSON
Green Point Christian College and Melos Foundation, Greenpoint, Australia
University of Divinity, Box Hill, Australia
RACHAEL HAINS-WESSON
University of Sydney, Sydney, Australia
INTRODUCTION AND THEORETICAL BACKGROUND
Higher Education has long focused on developing graduate work-readiness. More recently, “producing
graduates with the required cognitive, affective and social capabilities to function effectively in the
workforce has become increasingly explicit” (Jackson, 2018, p. 23). Work-Integrated Learning (WIL) is
a critical means for achieving this goal. WIL experiences typically assist with skill acquisition and
graduate job-readiness (McHugh, 2016), particularly in supporting the development of generic skills
that can be applied across sectors (Kavanagh & Drennan, 2008; Freudenberg, Brimble & Cameron, 2011),
along with increased self-confidence through providing opportunities for practice and feedback (Billett,
2011b; Jackson, 2015). Yet while placements assist with the development of skills and confidence in some
areas, they may not be as effective in improving problem-solving skills and confidence specifically. In one
study, for example, 30% of students indicated no change had taken place in the development of
problem-solving skills following placements, while up to 74% of students indicated improvement in
other technical skills (Bandaranaike & Willison, 2010).
Employers have consistently emphasized the importance of problem-solving (AC Nielsen Research
Services, 2000; Kavanagh & Drennan, 2008), and innovation and analytical thinking have also been
identified as the most important employability skills for 2025 by the World Economic Forum ‘Future of
Jobs Report’ (Brown et al., 2020). Thus, there is a clear need for innovative problem-solving to deal with
rapid change in complex contemporary environments (Nystrom, 1990; Adams et al., 2010).
Competing Innovation Demands and Ambidexterity
A tension that has been found to characterize innovation contexts is that between ‘exploration’, or
exploring breakthrough new ideas, and ‘exploitation’, or maintaining and exploiting existing
capabilities (Miron-Spektor et al., 2004). Working with this tension and simultaneously managing both
is referred to in the literature as ‘ambidexterity’ (Lin & McDonough 2011). While it is now recognized
that specific behaviors foster ambidexterity at all levels to improve innovation capabilities (Rosin et al.,

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 20
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
2011), we do not yet know if ambidexterity improves confidence in innovative problem-solving (Probst
et al., 2011).
The Important Role of Self-Efficacy
Strong self-efficacy has been found to assist in developing confidence when facing the challenges
required to solve problems innovatively (Harlim & Belski 2013). Innovative problem solving – otherwise
often referred to as ‘creative problem solving’ in the literature (e.g., Amabile, 1988; Amabile et al., 2005)
– impacts creative performance (Carmeli et al., 2013). Creative thinking and innovation in work contexts
has been found to be supported by belief and self-efficacy (Ford, 1996; Bandura, 1997; Tierney & Farmer,
2002), and increasing self-efficacy has been found to develop the confidence to face the challenges
required to solve problems innovatively (Harlim & Belski, 2013; Adams et al., 2010).
Problem-solving skills and confidence can be improved where there is a focus on generic skills
development, such as through a professional development program (Freudenberg et al., 2011). This
study therefore aimed to identify a model applying an ambidexterity framework to workplace-based
scenarios that could better prepare students’ employability confidence and capabilities for placements
and ultimately for the workplace. The main research question was:
Does learning about an ambidexterity framework impact student confidence and skills in
innovative problem-solving in workplace scenarios?
METHODOLOGY
Participants and Design
A non-equivalent two-group pretest-posttest experimental study was conducted to examine whether or
not an intervention involving learning about ambidexterity would affect perceived levels of confidence,
capability and quality in innovation. Qualitative data in the context of focus groups was also gathered
to supplement and inform the quantitative results. The effect of the ambidexterity intervention on
perceived confidence, capability and quality in innovation was examined in this research because of the
importance (as indicated in the introduction) of these perceptions in motivating and sustaining
innovation in business and related settings.
Participants were 41 undergraduates (34 females, seven males) from the School of Business at a national
university in Sydney, Australia. All respondents participated in this research voluntarily, and self-
selected whether they would participate in the experimental or control groups. 34 participants (28
females and six males) selected the experimental group and seven (six females and one male) selected
the control group. Ethics approval was gained with the approval code: 2022/432.
Measure
All participants completed single-item measures of perceived confidence and capability with respect to
innovation twice (before and after the intervention). These items were scored on a five-point Likert scale
(i.e., Not at all = 1, Somewhat = 2, Reasonably = 3, Very = 4, Highly = 5). Finally, participants were asked
to rate the quality of their ideas on a scale from one to 10, with 1 representing the lowest perceived
quality and 10 representing the highest.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 21
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Procedure
The experiment was conducted as optional workshops for tutorial workshops. Participants first
completed the measures. The ambidexterity intervention consisting of the questionnaires, scenario and
scenario discussion questions, along with an ambidexterity video and discussion, was conducted with
the experimental group. The ambidexterity intervention included an ambidextrous teaching
methodology, along with introducing the ambidexterity framework in the content. The teaching
methodology focused on the following strategies:
1. Parameter defiance & compliance –- Challenging people to initiate original ideas while also
focusing on achievable & pragmatic ideas.
2. Emotional & logical engagement –- Discussing issues & feelings (e.g., anxieties) while encouraging
strategic responses.
3. Concealing & disclosing strategies –- Thinking independently while sharing and discussing ideas
and potential solutions.
4. Novel & practical solution evaluation –- Making object comparisons to induce novel solutions
while evaluating ideas based on practicality.
The control group received all the same elements as the intervention group but were shown an
unrelated video (on preparing a CV) and did not participate in the discussion about ambidexterity. After
the intervention, all participants completed the single-item measures again.
Analyses
The dependent variable of interest was the magnitude of change between the pretest and the posttest
scores on confidence, capability and quality for both groups taken together (main effects) and
comparing both groups (interaction effects). Our hypothesis was that perceived confidence, capability
and quality would increase for both groups, but would increase more for the experimental group. The
relatively greater increase in the experimental group would be due to the different and additional
elements of the Ambidexterity experienced by this group.
A Repeated Measures Analysis of Variance (RM-AVOVA) using SPSS (IBM Corp., 2020) was used to
analyze the data (in this case, scores for both groups on the three items before and after the intervention).
The primary purpose of the RM-ANOVA was to determine if there was an interaction between group
(experiment and control) and scores (before and after) on the three items.
RESULTS
Results of the RM-ANOVA indicated that there was a significant main effect (F(1, 39) = 7.54, p = .009)
and interaction effect (F(1, 39) = 4.79, p = .035) effect for Confidence (Figure 1).

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 22
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
FIGURE 1: Results of the RM-ANOVA for confidence
The significant main effect indicates that both groups taken together increased in confidence. The
significant interaction effect, however, indicates that the experimental group increased more in
confidence than the control group (starting lower than the control group and finishing higher).
In contrast to the results of the RM-ANOVA for Confidence, results for Capability (Figure 2) indicated
that there was a significant main effect (F(1, 39) = 14.65, p < .001), but not significant interaction effect
(F(1, 39) = 3.31, p = .076).
FIGURE 2: Results of the RM-ANOVA for capability
Pretest
Posttest
Pretest
Posttest
P

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 23
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
These effects indicate that the perceived capability of both groups increased, with the perceive capability
of the experimental group increasing more than the perceived capability of the control group, but not
statistically significantly so.
In contrast again to the preceding results, results of the RM-ANOVA for Quality (Figure 3) indicated
that there was no significant main effect (F(1, 32) = .02, p = .88), but there was a significant interaction
effect (F(1, 32) = 4.84, p = .035).
FIGURE 3: Results of the RM-ANOVA for quality
These effects indicate that the perceived quality of ideas did not increase across both groups. However,
the main effect result occurs because the perceived quality of ideas of the control group decreased, while
the perceived quality of ideas of the experimental group increased.
These quantitative findings were supported by the qualitative data. Firstly, consistent with the survey
results, the qualitative data demonstrated development in the capabilities and confidence required to
start solving problems more innovatively following being introduced to the ambidextrous framework.
Quotes such as the following from the focus group discussion indicated that participants were
prompted to think from different perspectives, thus providing evidence of greater flexibility and
ambidexterity and demonstrating greater confidence through being able to identify new approaches to
solving problems innovatively:
The video actually helped me to think of the problem from a different perspective.
Flexibility really matters. I will not be so stubborn and conservative when (approaching a) task.
I learnt the value of trying to explore different paths, considering external solutions.
Pretest
Posttest

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 24
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
There's some flexibility in the situation that is up to discussion and different approaches, so I
should be more optimistic in such cases.
I realized I have to deal with the ambiguities during the task.
Secondly, ambidextrous pedagogical methods were also found to promote confidence in innovative
problem solving. There was recognition of the value of these methods, as indicated by quotes such as
the following – which demonstrate both the concealing and disclosing strategies and indicate a
recognition of the value of methods such as these:
Group discussion was included so that people can get to know ideas presented by the others and
modify their own. It also showed me the importance of being independent.
We discuss both the qualitative and quantitative results in the next section.
DISCUSSION
The results are promising, identifying significant statistical differences in confidence, capability and
quality in innovative problem solving after the participation in the focus group workshops. The
experimental group participants overall reported more self-confidence in approaching and responding
to the workplace scenario and came up with what they perceived to be more original (i.e., higher
quality) solutions after participating in the intervention discussion.
This research builds on the existing literature by applying the paradox lens to individual ambidexterity.
While paradox has been utilized as a lens for understanding organizational ambidexterity
(Andriopoulos & Lewis, 2009), the applications for individual ambidexterity have not been widely
explored (Rosing, Frese & Bausch, 2011). As such, this research yields deeper insights into the nature
and dimensions of ambidexterity in relation to innovative problem solving. These insights are valuable
for supporting the development of ambidextrous capabilities, and for developing theoretical
understandings as to how individuals come to identify and hold paradoxical innovation dimensions in
coalescence. In turn, this knowledge should help to support the development of models for teaching
innovative problem-solving skills that support employability.
CONCLUSION
Ambidextrous individuals recognize how to effectively navigate the competing demands engendered
in rapid-change workplace contexts. This research identified the performance effects of an
ambidextrous mindset on innovative problem-solving. Specifically, we conclude that:
• introducing a framework that explains typical ambidextrous orientations can provide a
valuable foundation for considering how to solve challenges innovatively, and
• ambidextrous pedagogical methods and design features in an intervention workshop (i.e.,
parameter defiance and compliance; emotional and logical engagement; concealing and
disclosing strategies; and novel and practical solution evaluation) can help improve innovation
confidence, capability and quality.
As such, the study provides a basis for further studies into the link between ambidexterity and
innovative problem solving in similar, and perhaps even different, contexts.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 25
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
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Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 26
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Having fun: Navigating an international research
seminar in work-integrated learning
RACHAEL HAINS-WESSON
University of Sydney, Sydney, Australia
ANNE-MARIE FANNON
University of Waterloo, Waterloo, Canada
BORGHILD BREKKE HAUGLID
Kristiania University College, Oslo, Norway
INTRODUCTION
When we feel safe and are smiling, laughing, and connected to people, we are likely to perform better
(Frederickson, 2001), especially in team projects (Bang et al., 2010; Edmondson, 1999). In this paper, we
posit that fun influences a research team's trust and willingness to seek open and honest feedback
(Karakowsky et al., 2020) and improves group interconnections. We argue that work-integrated
learning (WIL) research (and more broadly all research) processes, relationships and outputs can be
enhanced when teams purposely introduce, monitor, and evaluate fun as an important element. We,
therefore, explore "fun" as a critical ingredient to navigating successful team-based research projects.
We present our experience, provide examples, and link our claims to relevant research on the benefits
and challenges of introducing fun in work and research. We synthesize our learnings by presenting an
evolving fun-in-research model based on our experiences, expanding the scholarship of teaching and
learning. At the same time, we hope our story adds value to WIL group-based research and other team-
based WIL practices more widely.
Context: Exploring Students' Experiences in Placements to Ascertain Employee Leadership Skill Attainment
Our research team was formed at Elon University during its Centre for Engaged Learning's WIL
International Research Seminar (2022-2024). The seminar is a three-year fellowship to support
interdisciplinary and international research in WIL. As participants, we were placed into teams based
on the content of our applications. Our team decided to study the impact of supervising WIL students
on supervisors' leadership skill attainment. This research topic was chosen through a fun framework,
which we purposely introduced and monitored throughout our time together.
Collaborative Research Projects
Collaborative research endeavors create opportunities to share expertise, add new knowledge, and
improve overall research practice (Graham Bertolini et al., 2019). Generally, collaborative research
outputs are seen as more trustworthy than individual endeavors (Stanlick, 2007) because a team-based
approach brings diverse perspectives, backgrounds, cultures, and areas of expertise, extending
knowledge more broadly (Leibowitz et al., 2013). Team-based research can lead to synergistic insights
that individuals could not necessarily attain (Gendron, 2008). However, collaborative research projects

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 27
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
also introduce complications, particularly when team members come from different disciplines,
cultures, and understandings (Hains-Wesson, 2021). Careful attention is required to ensure overall team
and individual goals are met while administrative processes, timelines, and interpersonal dynamics
remain (Cheruvelil et al., 2014). Without mechanisms, frameworks, or models to critique, monitor, and
evaluate collaborative research design, teams will continue to operate successfully or fail without
understanding why, potentially wasting resources, and delaying progress (Dreyfuss, 2000; Hains-
Wesson, 2021; O'Connor et al., 2022).
Collaborative research requires the development of positive and supportive relationships between
individual members and as a team. Collaborative and inclusive practices within research teams create
a caring environment (Tynan & Garbett, 2007), including emotionally engaged communications
(Cheruvelil et al., 2014). Edmondson's (1999) components of psychological safety are also important
factors to consider. These factors include structuring processes where team members feel accepted,
valued for their unique expertise, and encouraged to bring their authentic selves to the group without
judgment. However, facilitating caring and collaborative relationships and "having fun" via
international research teams can mean different things to different people.
This paper positions "having fun" as an occurrence that requires purposeful integration into group-
based research processes. In so doing, fun helps to support impactful collaborations, acting as a catalyst
for honest and open communication. This process also includes analyzing, critiquing, and evaluating
fun incidents through group reflection and storytelling. This, in turn, results in strong interpersonal
relationships and long-term psychological safety, improving work experiences and learning. Ultimately
this framework normalizes fun by re-positioning it as a critical ingredient to successful collaborative
research endeavors.
Using a "Having Fun" Framework to Support Collaborative Research
The literature on fun at work is relatively nascent. Michel et al. define fun at work as "characteristics or
features of the work environment of a social, playful, and humorous nature, which have the potential
to trigger positive feelings of enjoyment, amusement, and light-hearted pleasure in individuals" (p. 100,
2019). Fun in the workplace has been positively associated with several important organizational and
individual outcomes; job satisfaction (Karl & Peluchette, 2006), job performance (Tews et al., 2013), trust
in co-workers (Karl et al., 2005), increased work engagement, task performance, organizational
citizenship behavior (Fluegge, 2008) and psychological safety improving creativity (Yang, 2020).
However, when it comes to fun in research, the literature is almost silent. As Wright et al. contend, there
appears to be "shame" in associating fun with research in that fun undermines the seriousness and
credibility of research (2021). However, we advocate that it is important to acknowledge emotions in
research (Wright et al., 2021) because emotions affect how we engage in our work and life. Fun is
associated with positive affect, eliciting emotional reactions from individuals, fostering creativity, and
developing stronger relationships between team members (Michel et al., 2019). We, therefore, posit that
using a formalized process to celebrate, critique and evaluate fun as part of formal research
administration, processes, and practices is timely. Further, we back this notion by providing an account
of our group-based, international WIL research endeavor, expanding upon the scant research in this

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
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Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
domain. Without a formal model to aid in acknowledging, critiquing, and evaluating the importance of
"having fun", researchers may miss out on its many benefits.
Enablers, Challenges and Barriers
Critical incidents in our team's approach to "having fun" set the foundation for strong collaboration
dynamics. However, it is important to note that this study has limitations. For instance, our group-based
research collaboration was instigated through a well-established research fellowship. Our team includes
early-, mid- and senior career members who are all female, predominantly from western approaches to
university teaching. Therefore, we do not represent a wide range of cultural differences or capabilities.
Despite the limitations, in the following section, we identify three key elements to support our claims
to encourage "having fun" as an essential ingredient to sustain positive WIL group-based research
outcomes.
Make Fun a Priority – A Shared Mission
The research fellowship program's structure encouraged us to discuss roles and responsibilities and
how we might navigate potential challenges during our project. This was imperative to open up space
for discussion on interpersonal dynamics and possible challenges, including failing successfully (Hains-
Wesson, 2021; O'Connor et al., 2022). The conversations included notions of being respectful but upfront
and honest about personal boundary setting and project expectations. For instance, during the initial
discussions, each team member shared their expectations, collectively agreeing to, 1) enjoy the journey,
2) ensure pressure was mitigated and 3) create a safe and inclusive approach to learning. This resonated
strongly with the group, and we adopted an overall framework to include the three points that we
termed "fun through research", which became part of our team's mission. Ultimately, we created a
shared understanding around our mission (Figure 1) to include "having fun", which became a critical
component to our team development (Bang et al., 2010).
FIGURE 1: Initiating a "having fun" mission.
Make
Fun a
Priority -
through
a shared
mission.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 29
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Decide What Fun Means: Being Authentic, Personal, and Vulnerable
Through our agreed-to mission, we granted each other permission to value fun as a part of our work
and how we conduct ourselves as a team (Michel et al., 2019). This quickly established a team culture
where we created inside jokes and dances, recognized each other's strengths and personalities, and
opened up about our personal lives.
The initial acts were, in a sense, leaps of faith because we needed to trust one another while we were
still getting to know each other. It can take time to "have fun" as a new team. Upon reflection, we firmly
believe that the vulnerability and authenticity shared in our initial conversations around our shared
understanding also helped to set the foundation for genuine interpersonal and fun-focused connections.
Using fun as a critical collaborative mechanism, we developed an understanding of what "fun" meant
for us, such as laughter, celebration, and even some silliness. For instance, we created a group chat for
personal updates, sharing victories and challenges, videos, pictures, and jokes about home life (Figure
2). These fun activities reinforced our social bonds, which has also been shown to remove barriers to
negative collaborations (Parker & Hackett, 2012).
FIGURE 2: Develop communication channels.
Sustain and Celebrate Fun as Part of Team Meetings
In our weeklong in-person and regular online team meetings, we dedicated the first 15 minutes to focus
on updating each other about our lives and work, taking the time to be interested and engaged in each
other's stories. Ensuring we made space to share "fun" moments at the beginning of each meeting
created positive emotions that laid the foundation for the rest of the meeting, enabling us to be more
open to new ideas and different perspectives (Frederickson, 2001).
Establishing fun as part of our team's mission was not without its challenges. Our day jobs and busy
personal lives made it tough to meet certain deadlines and maintain consistent engagement in the
project, which is a necessary component of high-functioning teams (Cheruvelil et al., 2014). At times,
Decide
what
fun
means
as a
team.

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Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
we experienced personal and professional setbacks that made fun less of a priority or a less appropriate
activity for our time together. Stress and disorganization can influence fun (Michel et al., 2019). We were
mindful of this, issuing regular reminders of action items and maintaining open communication about
deadlines and deliverables, leaving as much space for fun as possible. We even sent video updates to
one another, allowing for more personal updates and the infusion of some fun in our communications.
Despite challenges, we consciously made space for fun as part of our regular meetings and online
communication procedures (Figure 3).
FIGURE 3: Sustain "fun" as a key meeting goal, helping to manage stress.
SUMMARY: KEY TAKEAWAYS
Having fun with others creates understanding, as does the sharing of vulnerability. It can offer a new
way to learn about self and others, inclusively and transparently, which is worthwhile. Fun should not
be something from which we need to hide but rather be utilized as a formalized process that has value
in improving collaborative research and practice.
The following model includes the three steps we used to formally structure fun as part of our research
mission, ensuring a fun process is implemented, monitored, and celebrated (Figure 4).
Step four is about evaluating our model and validating its effectiveness. This step is not detailed here
and will form part of a future research project.
Ensure
team
meetings
include
fun.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 31
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
FIGURE 4: A "Having Fun" Model.
CONCLUDING REMARKS
The concept of fun is intimate and only occurs in the workplace when relationships allow for it. Not all
cultures, for example, would be comfortable sharing interpersonal information as this could be viewed
as rude, inappropriate, or unnecessary, decreasing the respect of individuals in a group of colleagues or
students. Our fun model, therefore, has context and cultural limitations, requiring further investigation.
In our practice, we will continue to learn as individuals and as a team, pushing one another to achieve
quality outcomes.
Fun will remain the core of what we do. How will we do this? We have learnt that setting up a shared
mission, with the right to be ourselves, is essential to having fun. We do not know what lies ahead, but
we are confident it will be challenging and a time of celebration. There will always be an array of
interpretations about how groups ensure fun is included in WIL research. This paper has presented only
one way to assist group-based understandings in this domain without necessarily analyzing diverse
contexts, cultural diversity, or influences.
Finally, we argue that the fun model can be transferred to different WIL contexts. Students and
supervisors can use fun to support psychological safety and learning when working in teams. Future
directions could include an evidence-based approach to evaluating the model presented here, testing
its validity across diverse contexts, and sharing the findings more widely.
ACKNOWLEDGEMENTS
The authors gratefully acknowledge the grant received from the Higher Education Research and
Development Society of Australasia (HERDSA) to fund this research.
REFERENCES
Bang, H., Fugelsang, S. L., Ovesen, M. R., & Eilertsen, D. E. (2010). Effectiveness in top management group meetings: The role of
goal clarity, focused communication, and learning behavior. Scandinavian Journal of Psychology, 51(3), 253-261.
Step 3: Sustain “fun”
as a key meeting goal,
helping to manage
stress.
Step 1: Make
Fun a priority -
through a
shared mission.
Step 2:
Decide what
fun means
as a team.
Step 3:
Ensure team
meetings
include fun.
Step 4. Evaluate
fun as part of
research
practice.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 32
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Cheruvelil, K. S., Soranno, P. A., Weathers, K. C., Hanson, P. C., Goring, S. J., Filstrup, C. T., & Read, E. K. (2014). Creating and
maintaining high-performing collaborative research teams: The importance of diversity and interpersonal skills. Frontiers
in Ecology and the Environment, 12(1), 31-38. https://doi.org/10.1890/130001.
Dreyfuss, R. (2000). Collaborative Research: Conflicts on Authorship, Ownership, and Accountability. Vanderbilt Law Review,
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Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative science quarterly, 44(2), 350-383.
Fluegge, E. R. (2008). Who put the fun in functional? Fun at work and its effects on job performance (Order No. 3322919).
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seeking behavior. The Journal of social psychology, 160(2), 170-189.
Karl, K. A., & Peluchette, J. V. (2006). Does Workplace Fun Buffer the Impact of Emotional Exhaustion on Job Dissatisfaction?: A
Study of Health Care Workers. Journal of Behavioral and Applied Management, 7(2). https://doi.org/10.21818/001c.16553.
Karl, K., Peluchette, J., Hall-Indiana, L., & Harland, L. (2005). Attitudes Toward Workplace Fun: A Three Sector Comparison.
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Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 33
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Bringing experiential engagement into the
introductory psychology classroom
through quiz interactions with avatars
NICOLE MCLEAN
InStage Practice Inc. Toronto, Canada
MADELIN MARTIN
JAMES R. STELLAR
University at Albany, State University of New York, Albany, New York, USA
INTRODUCTION
Through the standard classroom format, we are trying to bring experiential education principles (Ferns,
et al. 2022) to bear without resorting to actual activities like micro-internships or a community-activity.
While this introductory psychology course at the University at Albany SUNY, is taught without
prerequisites as part of the regular curriculum in a large public university, our focus has been to deepen
student engagement and create authenticity in an attempt to deepen student learning (Jones & Carter,
2019). We see these as two clear factors that inspire students in a classic experiential education activity
that one of the authors experienced for more than 20 years at a cooperative education school,
Northeastern University.
To get this student engagement, the class focuses on concepts and uses all-essay exams. To deepen that
engagement with the concepts, the class features a series of short YouTube content videos made by the
instructor that are watched before the first lecture on Tuesday. That watching behavior is reinforced by
a brief short-answer on-line quiz that is taken the day before the lecture. In a course worth 100 points,
these quizzes are worth 1 point each and occupy 10 points in total. This course has been taught that way
by the professor (Stellar) for three years at an average course enrolment of above 60 students a year.
What is new this time in the spring of 2023 is that of the 66 students enrolled, 14 students who
volunteered, were given a novel way of answering the two questions on the first three quizzes leading
to the first midterm exam.
That novel method was based on a slight adaption of the InStage Practice technology where students
talk with avatars in a workplace learning application where the avatars interact in a realistic manner
and also give feedback using InStage artificial intelligence algorithms. The slight adaptation for the
course was that the avatars now ask the students about psychological content - the same questions that
their peers are getting in the on-line written quiz. The instructor (Stellar) graded the student’s responses
from an InStage transcript with the same rubric as used in the standard written quiz. In addition to
comparing performance, at the end of the three-week exercise, the avatar-speaking quiz-takers were
surveyed anonymously through a Google survey application about their satisfaction with the InStage
experience.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 34
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
METHOD
Students were recruited by an e-mail from the instructor to the entire class. There was no attempt to
make the sample of any size or statistically representative of the population. Participation was entirely
voluntary.
Starting Monday morning before the Tuesday morning lecture, both Blackboard and the InStage avatar
website were opened for about 24 hours. On Blackboard and on the InStage application, two short-
answer questions were asked and a sample is shown below. The questions were the same for both
groups (standard quiz takers and avatar quiz takers) and were keyed to the short video(s) the students
watched before opening the quiz. The idea of the quizzes in general is that the students would mostly
get the right answers. The hope was that this experience would wet their appetite for lecture and by
getting them interested producing better learning as tested on the midterm exam. The question was
whether talking to the avatars, vs writing out the short answers on Blackboard, would improve the
experience for the students.
Below are two samples of the quiz questions that are to be answered after watching a brief course videos
on these subjects. One is from the behavioral neuroscience topic and the other is from the social
psychology topic.
• The neuron has two parts that do two fundamentally different functions. One part is the
dendrite/cell body region, and the other part is the axon/terminal region. What are these two
functions and how does one relate to the other?
• Why is the group so powerful in impacting our thinking, perhaps at the mammalian brain level?
Give one example of this group influence (the Solomon Asch experiment discussed in the first
video would be OK).
When the answers were recorded the instructor graded them as usual in the case of the written answers
on Blackboard and in a similar fashion from the written transcripts of the spoken response to the avatars.
The focus of grading was on the information content of the answers.
RESULTS
The response to the after-exercise survey question to rate your satisfaction with the exercise on a scale
of 1-10 with 10 being the best, the students gave the InStage avatar-quiz experience a positive 7.2 + 0.92.
60% of the students who took the avatar-quiz said that they preferred answering orally and 60% also
said they thought they would retain the information better after speaking it to the avatars.
In terms of grades, over the three quizzes with the professor applying the same rubric to the grades, the
avatar-quiz takers earned 100%, 98%, and 100% of the available quiz points, whereas the rest of the class
who took the quiz in an on-line written form earned 92%, 87%, and 92% of the available points.
On the midterm exam to which the quiz content built, the avatar-quiz takers got an average grade of
27.2 whereas the class at large had an average of 25.1. This is the difference between a “A” and a “B”
grade on that 30 point exam.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 35
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
A brief collection of student participant comments from the survey are shown below:
o Question: Do you prefer to answer orally as opposed to written/multiple choice? Why?
− I prefer to answer orally because it means that I have to have a good understanding of the
concept so that I can provide a comprehensive answer to the questions.
− I prefer to answer orally because I feel that when I had to speak my answer out loud it stuck
with me better and allowed me to further understand it because my brain had to actually
process the material so that I could speak a coherent response, more so than when just
typing out an answer.
− I prefer written/ multiple choice answers because I like to have a concrete answer in my
mind and not have to think of it on the spot because I like to know that what I am answering
is definitely correct.
o Question: If COVID were to force us to go back to virtual, would this program help better than
online tests/assignments? Why or why not?
− Yes, because you have to formulate answers into a speaking sentence structure based on
your knowledge and vocabulary, but I found that the feedback that InStage provided was
also pretty helpful when adjusting my responses.
− Yes, it would because it'll bring a lot of people out their comfort zone and better prepare
them for interviews in the future.
− I think it would be best to have a balance of both types of testing.
o Question: If you found out a different class had this program in their curriculum, would you be
more likely to take the course? Why or why not?
− Probably not, but the idea is cool.
− Yes, because I think that it would help me grasp the material better.
− I don't think it would influence my decision one way or the other.
In our observations from grading, we found that students who spoke often used what is called orbital
thinking (vs. linear thinking) in natural conversation, where they talked around the answer before going
in for the main point. Inevitably, this orbital thinking centered on the correct answer. The professor
graded the avatar-quiz takers from the generated transcript, not from the spoken record. However, after
grading, he went back and listened to the speech and picked up more information from the prosody
that reinforced the belief that the students were talking themselves to the correct answer. The answers
were more conversational and did seem more natural, perhaps because the students were more engaged
with the avatars than the empty box on the Blackboard exam as some of the comments seem to reflect.
DISCUSSION
Given the apparent success of students using avatars to practice internship or cooperative education job
interviews with the established on-line avatar-based system of InStage Practice that was discussed in
our last paper (McLean et al. 2022) at the 2022 WACE Research Conference on the role of simulation in
various forms in experiential education, we decided to try to bring that kind of engagement and
authenticity to the classroom by using it in a pilot study. We chose an introductory psychology class

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 36
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
taught in the Psychology Department at the University at Albany SUNY, that already featured on-line
weekly quizzes based on brief videos to introduce key topics such as the brain and neuron and social
psychology. In this structure, we solicited 14 volunteers to take the quizzes not in written format but in
an adaption of the InStage use of avatars where the on-line avatars asked the questions and the students
answered verbally. The InStage software generated a transcript which was graded by the professor
using the same rubric as the written answers and we found that the students did as well or better than
they did on the written quiz and on the subsequent first midterm exam. Second, the students generally
liked the experience of speaking to the avatars and in some cases said it produced what they felt was a
better learning opportunity.
We regard this as a useful pilot study that deserves replication with improvements in sampling size,
random assignments, potential further adaptations to the avatar software, and more comprehensive
student feedback surveys. However, early results suggest that using this AI-based system of simulated
on-line face-to face interaction has the potential for some students to deepen their engagement with the
course material. That remains an important goal of classroom teaching to drive learning, as informed
by general lessons from experiential education even if the students never leave the classroom.
One recently emerging factor in essay test classes is the ability of ChatGPT to rapidly imitate a correct
essay answer. We note here that in the avatar-quiz based testing, the use of ChatGPT was not possible
as student were responding directly and verbally to avatars and not reading from any script.
REFERENCES
Ferns, S., Rowe, A., & Zegwaard, K. (2022). Advances in Research, Theory, and Practice in Work Integrated Learning. Routledge
Jones, B. & Carter, D. (2019). Relationships between students’ course perceptions, engagement, and learning, Social Psychology of
Education, 22, 819–839 https://doi.org/10.1007/s11218-019-09500-x
Mclean, N., Dooley, A., & Stellar, J. (2022). The Value of Virtual Reality Simulations in Learning Workplace Skills, In T. J. Pretti,
J. Fleming, & K. E. Zegwaard (Eds.), Refereed Proceedings of the 4th WACE International Research Symposium on Cooperative and
Work-Integrated Education, 2022, Kanazawa Institute of Technology, Japan (pp. 139-143). WACE Inc

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 37
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
EXAKT4YOU - Interdisciplinary service learning from
high performance computing and rural energy
solutions to sustainability communication
SABINE MOEBS
BRIGITTE ILG
Baden-Wuerttemberg Cooperative State University, Heidenheim, Germany
INTRODUCTION
How can universities bring together students from different locations and countries and give them the
opportunity to form international and interdisciplinary teams to work on innovation topics? There are
enormous challenges that humanity faces - from climate change to economic crises. All these challenges
cross national boundaries and their resolution requires international cooperation. It is one of the tasks
of higher education institutions (HEIs) to prepare their students for these challenges and how to tackle
them with a global perspective.
EXAKT4YOU was running from 2018-2022, bringing together approximately 120 final year Bachelor,
Master and PhD students from different faculties, from Germany, South Africa and Tanzania. Work
topics in the context of innovation, entrepreneurship and sustainability were identified by the respective
local hosts and their community. This is where we connect to work-integrated learning. Teams were
normally formed around the topics, rather than letting students choose their teams, thus mirroring the
work situation, when you also cannot pick and choose your colleagues. Teams had to include at least 3
different universities and 2 countries.
The purpose of bringing students and faculty together in new short-term formats is to enable practising
this much needed international cooperation and prepare students for international cooperation in the
future. This paper describes the outcomes and impact of EXAKT4YOU.
EXAKT4YOU is a project funded by Baden-Wuerttemberg Stiftung and coordinated by Baden-
Wuerttemberg Cooperative State University (DHBW). Participating universities were DHBW,
University of Venda in Thohoyandou, South Africa as well as Nelson-Mandela African Institution of
Science and Technology and Institute of Finance Management, both Tanzania. In 2022 St. Augustine
University of Tanzania also joined.
THE INNOVATION WORKSHOPS
The first innovation workshop was running in Germany, while the second was organized in Tanzania
(both 2018), followed by an event in South Africa (2019) and an Innovation Workshop in Tanzania
(2020). In 2021 the event was organized as an online bar camp. The final event in 2022 was a blended

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 38
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
learning setting, starting with online lectures, followed by virtual group work, preparing for the final
workshop in Germany.
The project used different formats of short-term intensive collaboration such as hackathons, bar camps
and innovation workshops. All students were thus enabled to gain international experience with
intensive exchange of knowledge in a short time.
The hosting university defined with their local stakeholders (small businesses, NGOs, social
organizations) a problem to be solved. Selected students then work for 1-2 weeks in international and
interdisciplinary teams.
Students worked on topics as diverse as the topic sponsors. In Thohoyandou for example, topic sponsors
were remote communities struggling with electricity, a solar cooker made from local resources was the
challenge. A concept to bring and retain medical staff to rural areas was developed with representatives
from neighboring communities. For the final workshop, participants reached out to communities near
their universities and brought diverse topics into the workshop; a communication strategy for a bike
renting scheme in Arusha or for the NGO Viva con Agua, which is based in Europe, but targets all
participating
The interaction with the local communities differed between the different events of EXAT4YOU. It
varied from local community members attending the whole event and permanently giving input (e.g.,
Foot2Afrika, Moshi), to students interviewing local communities and NGOs to identify topics
(Thohoyandou, Arusha) and online discussions beforehand to identify topics (Heidenheim). In all cases
community stakeholders (called topic sponsors) were invited to attend and assess the final presentation.
The first workshop in Heidenheim explored issues visiting international students will encounter in an
unfamiliar surrounding and how to deal with them. One team developed a board game with an online
extension, to learn about local habits – using the experiences of international students, their own
experience and the input from landlords and the International Offices.
The event in Thohoyandou explored innovation in medical infrastructure and energy solutions in rural
regions. The topics had been identified by the UNIVEN community outreach program.
In Arusha the topic was High Performance Computing Use Cases and Business Models Applications
for South Africa, Tanzania and Germany. An initial BarCamp generated topics, and solutions included
an app for farmers to calculate taxes or a platform for young artists in rural areas. The idea of the artist
platform was further developed by the student from South Africa into an award winning start-up.
In Moshi the whole event was running in collaboration with a local NGO, Foot2Afrika. Students
attended the Foot2Afrika Summer School for 2 days, talked and interacted with the local participants,
smallholder famers, SMEs, NGO staff and start-ups. The summer school participants then decided on
the topics for the EXAKT4YOU workshop becoming topic sponsors, and being available for feedback
and input, while the students were working on their solutions and evaluated the results of the teams in
relation of their usefulness for their local challenges.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 39
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
The final event in Heidenheim had a different set up. The universities identified a number of challenges
from all participating countries. Participants attended an online class on sustainability communication.
Then teams were formed and challenges were allocated. Each team had one team member from the
region which submitted the challenge. As a team they had to organize themselves and learn how to
share the research and fact finding work during four weeks of online collaboration. Then all participants
met in Germany to finalize their work in one week. On the final day they presented to interested
members of the public and a small industry panel, including the Tanzanian ambassador to Germany.
LITERATURE OVERVIEW
Service Learning (SL) is characterized by impacts such as academic achievement, social skills, and a
change in attitudes (Mitchell & Rost-Banik, 2019). SL shapes a positive view toward self, but also
positively impacts the view on school, and on learning in general. The experience of being good at
something considered of high value to others then leads to service learning strengthening self-efficacy
(Beaman & Davidson, 2020).
A special setting is community service learning in higher education (Salam et al., 2019), which has been
defined by three aspects, students’ learning and students’ development as well as the addressing of
community needs (Mtawa et al., 2021). It puts the focus on experiential learning and transformative
elements. The personal experience and disciplinary knowledge is connected with complex social issues.
Learning in such a setting requires from students a much more active role than passive classroom
learning.
Education 4.0 has been coined in analogy to industry 4.0 and refers to the skills needed for future
challenges (González-Pérez & Ramirez-Montoya, 2022). It can be defined by core components, in
particular competencies, learning methods and ICT support. In the context of service learning,
transversal competencies, such as critical thinking, cooperation, collaboration, communication and
creativity are key for reaching the goal of aforementioned strengthening of self-efficacy. Disciplinary
competencies such as technical skills, but also the ability to research design, create and implement new
technologies is key. These competencies correlate with specific learning strategies such as challenge-
based or problem-based learning. A combination of these active pedagogies with research-based
learning appears most suitable for a service learning approach.
Technology development and future skills development can be aligned, while a significant positive
relationship between market changes and future skills development emphasizes the importance of
delivering such skills (Gouda, 2022).
Earley & Ang (2003) introduced yet another aspect, the concept of Cultural Intelligence. They defined
Cultural Intelligence as the ability to adapt to new cultural settings. Cultural Intelligence is also known
as Cultural Quotient (CQ), which is derived from IQ (Ang & Van Dyne, 2015).
METHODOLOGY
The final event was a blended learning setting, starting with online lectures, followed by virtual group
work and a final work week in Germany, bringing all participants together. In 2021 the event was

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 40
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
organized as a 2-day online bar camp, due to the Corona pandemic. All other workshops included 2
week stays in the respective host countries. Four weeks after each event, participants were asked about
their impressions and their learning. The online event had only minimal participation, due to the corona
situation. Hence no data is included. Data was also collected in individual interviews as well as analysis
of statements in the summary video for each event. This analysis looks at the different tasks and the
interaction with the local business community in the different countries. It considers the actual tasks
and how these affected the outcomes, but also critically assesses the infrastructure provided and its
impact.
A total of 75 respondents out of 120 participants responded to the online surveys. The survey collected
data on organization of the events as well as learning and skill development through a 10 item
questionnaire. This paper focuses on the aspects of learning and skill development. Participants were
asked which up to 3 new skills or concepts they learned.
In interviews nine participants from different project events were asked about their learning, change in
behavior and specific results or impact from the EXAKT4YOU workshops. Learning was self-assessed
regarding the acquisition of knowledge skills, changes in attitude and perceived impact on the
participant’s confidence. Behavior changes were self-reported degrees and type of application of new
skills and techniques when back on the job or back to their studies. Finally, to capture specific results or
impact, participants were asked about specific examples.
FINDINGS
Findings from the interviews can be clustered into three main categories; personal development,
professional skills and application of new skills (Table 1).
For personal development leadership skills, conflict resolution and cultural tolerance were most
important. Leadership skills were predominantly mentioned by the African participants. Conflict
resolution skills were mentioned by all participants. Unlike during a longer stay at a guest university,
students had to very quickly get organized in their groups and find ways to resolve conflict in an
international and multidisciplinary setting. Cultural tolerance was required by everyone.
Project management, funding proposal writing and presentation skills were the most important
professional skills, mentioned predominantly by the African participants. Most relevant news skills
gained were an introduction to Moodle, successful funding application and better time management
for research and paper submission.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 41
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
TABLE 1: The three main categories
Personal Development
Professional Skills
Application of New Skills
Leadership skills
Project management
Introduction to Moodle
Conflict Resolution
Funding application writing
Successful funding application
Cultural Tolerance
Presentation skills
Submission of research and
conference papers on time
Practical application of theory
Communication skills
Organizing many abroad trips after
graduation
Sense of ownership of artifacts
Planning skills
Confidence to apply (successfully!)
for research stays abroad
Intercultural collaboration:
● study programs
● geographical origin
Technical skills:
● e.g., user perspective in in
app development
● e.g., using Canva
Data collection skills for PhD
Critical thinking
Decision making
Personal networking
Sustainability as a concept
From the interviews some insights were reported, regarding the learning about other cultures:
• Limited openness for other cultures on both sides (African and European)
• Exchange allows to find similarities and differences alike
• Africa and Europe can work together on cross-cutting issues.
For 2018, 2019 and 2020 new competencies reported were problem formulation, presentation skills,
working under pressure, using technology to increase knowledge as well as tolerance, leadership and
teamwork in a multi-cultural context.
For 2022 new competencies reported were using Moodle, creating infographics, working in
international teams, using communication tools efficiently, good time management, use of innovative
technology, applying sustainability strategies, dedication, punctuality and following procedures and
rules.
CONCLUSION AND OUTLOOK
The Exakt4You Project has shown that short-format programs based in community service learning can
have a positive impact on students. It develops their skills and competences, while providing beneficial
outcomes for the community. Using different formats such as hackathons, bar camps and innovation
workshops helps students to define problems and find solutions in interdisciplinary and intercultural
teams. Students developed their intercultural competences and improved their openness for other
cultures. African students all confirmed that the participation in the Exakt4You workshops had an

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 42
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
immense impact on their confidence level. It empowered them to write business reports and funding
applications more easily. All students stressed how much they learnt about presenting to an
international audience. Working in intercultural teams not only led them to a change of perspectives,
but also learning about teamwork, working under pressure and with timelines, and how to put ideas
into applicable and feasible solutions. Other valuable competencies were decision making, conflict
resolution, and critical thinking. All students realized that it is easier to find a solution to global
problems when working with people from other countries and getting to know their attitudes and
perspectives. All students interviewed emphasized the value of the project and that they would wish
for more programs of that kind as it developed their personality and opened their minds for issues
outside their disciplines.
REFERENCES
Ang, S., & Van Dyne, L. (2015). Handbook of Cultural Intelligence: theory, measurement, and applications. Routledge.
Beaman, A., & Davidson, P. M. (2020). Global service-learning and COVID-19-What the future might look like?. Journal of clinical
nursing, 29(19-20), 3607–3608. https://doi.org/10.1111/jocn.15369
Earley, P. C., & Ang, S. (2003). Cultural Intelligence: Individual Interactions across Cultures. Stanford University Press.
González-Pérez, L. I., & Ramírez-Montoya, M.S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks:
Systematic Review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
Gouda, H. (2022). Exploring the effects of learning abilities, technology and market changes on the need for future skills. Higher
Education, Skills and Work-Based Learning, 12(5), 900-913. https://doi.org/10.1108/HESWBL-10-2021-0200
Mitchell, T. D., & Rost-Banik, C. (2019). How Sustained Service-Learning Experiences Inform Career Pathways. Michigan Journal
of Community Service Learning, 25(1), 18-29.
Mtawa, N., Fongwa, S., & Wilson-Strydom, M. (2021). Enhancing graduate employability attributes and capabilities formation: a
service-learning approach. Teaching in Higher Education, 26(5), 679-695. https://doi.org/10.1080/13562517.2019.1672150
Salam, M., Awang Iskandar, D.N., Ibrahim, D.H.A. & Farooq, M.S. (2019). Service learning in higher education: a systematic
literature review. Asia Pacific Education Review, 20(4), 573–593. https://doi.org/10.1007/s12564-019-09580-6

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 43
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Neuro-atypical inclusion: How to support neuro-
atypical individuals through work-integrated
learning for an inclusive future of work
ANTOINE PENNAFORTE
Conservatoire National des Arts et Métiers, Paris, France
INTRODUCTION
Inclusion is one of the main issues for Human Resources strategy in the workplace and an increasing
concern for higher educational institution (Kele et al, 2022). Inclusion – which aims to integrate everyone
despite their specificities by removing barriers that could block individuals’ participation (Roberson,
2006) – is a powerful tool to combat stereotypes, discrimination, and prejudice (Nishii, 2013). This
concept – and practice – overcoming the notion of diversity (Shore et al, 2018) could be a golden goal
for any society for a better future at work, at school and for each individual through the whole society.
Inclusion strategies are now being developed for all societal issues: disability, gender, LGBTQIA+,
digital, work-life balance and so on. In the workplace and in higher education, inclusion is central. Socio-
psychological and mental health support is being developed to help individuals face diversity issues
from an increasingly inclusive perspective (Davies et al, 2019).
Through WIL programs, the concept of inclusion is beginning to be addressed (Itano-Boase et al, 2021),
usually for gender (Walters & Zarifa, 2008) or disability issues (Cocks & Thoresen, 2013)). However, one
promising avenue of research is not well known: the inclusion of neuro-atypical individuals through
WIL, particularly individuals with autism spectrum disorder (ASD), attention deficit disorder (ADD),
dyslexia and others, or gifted. Neuro-atypical individuals are defined as individuals who have
neurological conditions and develop specific behaviors (AGEFIPH, 2019). As neuro-atypical problems
are mostly invisible (Siaud-Facchin, 2008), and as individuals with neuro-atypical problems often do
not show them (Siaud-Facchin, 2008) nor their consequences (e.g., unusual behavior), research should
investigate how to support neuro-atypical individuals to accept their differences (behavioral,
emotional…) and to include them as efficient resources for WIL stakeholders.
Therefore, this research proposes to examine how to develop specific HR, managerial and educational
supports to help the WIL community to be inclusive for neuro-atypical individuals in order to help
them to socialize through work and education, in the French context. This article first presents the
theoretical background on inclusion and neuro-atypical individuals through WIL. Then, it defines the
qualitative methods used in an exploratory approach, to finally discuss the results.
THEORETICAL ARGUMENT
Inclusion, as opposed to exclusion, is a concept at the forefront of HR strategies and more generally, a
strong demand from the society to respect individual differences and diversity. Inclusion is defined as

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 44
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
a concept and practice aimed at recognizing the uniqueness of each individual within a collective, a
team, without judgment, stereotype or bias (Pennaforte, 2022). The notion of inclusion encompasses the
notions of diversity and discrimination. Several studies have focused on inclusion, such as HR and
managerial practices (Chung et al, 2020), inclusion strategies (Meisenbach & Hutchins, 2020), and
conceptualization of inclusion (Shore et al, 2018), showing the interest for research in all fields.
Basically, WIL is an inclusion by making student-workers ready to work and strong enough to be
included in the society. More specifically, through WIL, inclusion refers to the goal of each WIL
stakeholder to support all student-workers despite their diversity in an inclusive way. Some studies
have focused on inclusion through WIL (Valencia-Forrester et al, 2019; Mallozzi & Drewery, 2020; Itano-
Boase et al, 2021). However no one has examined the relationship between the WIL community and the
inclusion of neuro-atypical student-workers.
A neuro-atypical individual is a broad term used to define individuals who are not neuro-typical and
have neurological conditions such as giftedness, ASD, ADD or dyslexia among others (AGEFIPH, 2019).
A neuro-atypical individual may have one or more neurological conditions. Research has shown that
neuro-atypical individuals are different because they do not behave as required in ordinary social life
and their emotions are high or extreme (Siaud-Facchin, 2008).
Due to their specificity, neuro-atypical student-workers may need more support from WIL stakeholders
than neuro-typical student-workers. Through WIL, a large community supports student-workers:
supervisor, co-workers, other students, family and instructors. Perceived support, that is employees’
global perception of the degree to which their organization values their contributions and cares about
their well-being (Rhoades & Eisenberger, 2002), is a powerful means of helping student-workers to
achieve their WIL goals (Pennaforte, 2016) and a way to include them (Bernstein et al, 2020 ; Shore &
Chung, 2021). However, while it may be easy to develop perceptions of support for neurotypical
student-workers, it may be more difficult to develop these perceptions for neuro-atypical student-
workers due to their behavioral or emotional specificities.
Given these arguments, this research proposes to explore the following proposals:
• Proposal 1: Neuro-atypical student-workers involved through WIL programs may have specific
needs in order to perceive themselves as included.
• Proposal 2: In order to develop neuro-atypical student-workers’ perception of inclusion
through WIL programs, the WIL support community may need to develop specific guidelines
and management.
METHODS
Research Procedure
Due to the sensitivity of this research, the researcher was aware of the need for a high level of caution
when conducting the research (Condomines & Hennequin, 2013). This research is exploratory due to
the lack of knowledge about inclusion and neuro-atypical individuals through WIL. Interviews were
conducted to collect data on inclusion at a managerial level (10 interviews with HR staff members and
helpers) and to understand neuro-atypical perceptions of inclusion and support through WIL (10

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 45
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
interviews with neuro-atypical individuals involved through co-op). As WIL is defined as “a form of
curricular experiential education that formally integrates a student’s academic studies with quality
experience within a workplace or practice setting” (CEWIL, 2021), co-op refers to co-operative
Education that “consists of alternating academic terms and paid work terms” (CEWIL, 2021).
The interviews were conducted online in September 2022. They were recorded with the consent of each
participant and the interviews were deleted after transcription. The interviews lasted from 1h15 to 1h55.
A guideline was used to conduct the semi –structured interviews with 6 themes (strategy of inclusion,
perception of inclusion, management of inclusion, perception of support, inclusion of neuro-atypical
individuals, issues and perspectives about inclusion through WIL). Thematic content analysis was
carried out.
RESULTS
General Results
The results show two main peculiarities to propose an appropriate support to help neuro-atypical
student-workers feel included by WIL programs. First, they feel the need to be supported by the WIL
community as « normal » individuals and not as “different” neuro-atypical individuals. Second,
organizations that already have an inclusion strategy for a specific community (e.g., visible disabilities,
LGBTQI+) are able to increase individuals’ perceptions of inclusion by viewing differences as an
opportunity to enhance performance rather than a hindrance.
Specific Results
Proposal 1: Neuro-atypical student-workers involved through WIL programs may have specific needs
in order to perceive themselves included:
For example, for the Aspi [Asperger], the sense of justice is so high that they can’t understand
“bullshit talk” or the coffee break culture in order to network. More importantly, they are unable
to act with empathy and this often leads to misunderstandings with neurotypical individuals.
(Lucrece, Job coach for ASD)
Last year, I had a co-op student. She was HIP [gifted] and she acted in a very unusual way. Team
rules, interaction skills were not followed because she did not understand the purpose and the
legitimacy of them. Since one of my children is also gifted, I knew that her strange behavior was
due to her giftedness and not to be angry with me. I was a kind of peer-helper because of my
family history. (Artemis, HR manager).
Proposal 2: In order to develop neuro-atypical student-workers’ perception of inclusion through WIL
programs, WIL support community may need to develop specific guidelines and management:
My job is to be the point of contact for all people with disabilities. As soon as a neuro-atypical co-
op student comes to see me with an RQTH (Recognition of the Status of a Disabled Worker), I put
in place several measures to support him or her in order to compensate for the disability. We
have legal guidelines that have to be implemented, but individuals have to tell us that they have
a neurological condition. (Euphrasie, Point of contact for disabled co-op students at a University)

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 46
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
The key with an invisible disorder is to communicate and explain to everyone in the workplace
and around the neuro-atypical co-op student that he or she wants to work and be included, but
the way he or she behaves or interacts is unexpected and different from neuro-typical individuals.
We have to do a lot of pedagogical work but it works, when supervisors take good care of each
individual. Often these kind of supervisors are the ones with disabilities around them in their
personal lives! (Marie-Antoinette, neuro-atypical (gifted and ADD) and Head of the Unit for
disable people in a huge company)
DISCUSSION
Theoretical Implications
Managerial level
At the managerial level, there is a strong need to develop organizational supports by supervisors, co-
workers, HR, and academics for neuro-atypical student-workers as well as in the literature on neuro-
typical workers (Pennaforte, 2015). However, the results showed that these support needs are very
specific to the neuro-atypical specificity. Wherever student-workers are involved, they need a « buddy
» to help them with well-being and care. These helpers – the peer helpers – play a huge role in their
inclusion because they know how neuro-atypicals behave and they can explain to other individuals the
peculiarities and how to respond to them. These peer helpers, often found in disability management
(Niard & Franck, 2020), on a voluntary basis, could be a great support for neuro-atypicals.
Neuro-atypical student-workers level
At the student-workers level, this research has shown that neuro-atypical student-workers involved in
WIL programs develop a specific approach to support:
• They want to be supported as if they were not neurologically different, as in the literature on
discrimination (Bertrand, 2022),
• They want to be supported as a person with a specific name and abilities, but not as stereotypes
associated with neuro-atypical, as in the talent literature (Thevenet et al, 2012),
• They want to be supported in order to develop their professional identity as their golden goal.
Inclusive level
At the inclusive level, this research showed that the WIL community should consider inclusive
foundations at all stages of WIL programs for neuro-atypical individuals. WIL programs should be
based on the strong foundations of inclusion, moral aspects and equity (Shore et al, 2018), as we know
that neuro-atypical student-workers are very sensitive to justice and equity (Davies et al., 2019).
Practical Implications
For the WIL community, this research proposes several practical implications as shown below:
Develop an inclusion strategy in each university or school that runs WIL programs to provide a
guide for WIL students and industry,
Define indicators of inclusion to manage neuro-atypical student-workers,

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 47
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
To train all WIL stakeholders on inclusion and neuro-atypical specificities,
To succeed in this challenge, WIL stakeholders should provide practices of recognition of the differences
and develop a new way of working based on a strong inclusive principle: turn your specificity into an
asset!
Limitations and Recommendations for Future Research
There are several limitations to this research. First, the samples for interviews are too small to generate
strong hypotheses for future research. Further exploratory work should be developed to fill this gap.
Second, the samples should try to balance gender between male, female, and gender diversity. Third,
literature from all fields should be reviewed to develop a specific approach to studying neuro-atypical
student-workers through WIL.
Future research is needed in order to understand how to develop the inclusion of neuro-atypical
individuals through WIL, especially in France with almost 800,000 WIL students per year. Future
research could investigate:
• The accurate understanding of how neuro-atypical individuals behave through WIL programs
at work and in education compared to neuro-typical individuals,
• The perception of inclusion by neuro-atypical student-workers through WIL programs and the
construction of a scale on this perception of inclusion,
• The perception of justice and trust by neuro-atypical individuals through WIL programs,
• The relationship between neuro-atypical individuals and the development of organizational
socialization and work commitment through WIL programs,
• The construction of neuro-atypical student-workers’ professional identity.
REFERENCES
Association Nationale de Gestion du Fonds pour l’Insertion Professionnelle des Personnes Handicapées (AGEFIPH). (2019).
Qu’est ce que le handicap ? Comprendre et s’informer sur le handicap,
https://www.agefiph.fr/sites/default/files/medias/fichiers/2019-08/AGEFIPH-DEPLIANT-Quest-ce-que-le-handicap_WEB-
personnalisable_0.pdf, consulted online November 13rd, 2022.
Bernstein, R.S., Bulger, M., Salipante, P., Weiseinger, J.Y. (2020). From diversity to inclusion to equity: A theory of generative
interactions, Journal of Business Ethics, 167(3), 395-410
Bertrand, L. (2021). Heurs et malheurs de travailleurs handicapés, in Le handicap face à la formation et au travail : vers une
employabilité inclusive ?, Formation Emploi, 2(154), 17-36.
Co-operative Education and Work-Integrated Learning Canada (2021). What is Work-Integrated Learning (WIL)?, consulted
online https://cewilcanada.ca/CEWIL/CEWIL/About-Us/Work-Integrated-Learning.aspx, November 13rd, 2022
Chung, B.G., Ehrhart, K.H., Shore, L.M., Randel, A.E., Dean, M.A., & Kedharnath, U. (2020). Work group inclusion: test of a
scale and model. Group & Organization Management, 45(1), 75-102
Cocks, E., & Thoresen, S. (2013). Barriers and facilitators affecting course completion by apprentices and trainee with
disabilities, National Centre for Vocational Education Research.
Condomines, B., & Hennequin, E. (2013). Etudier les sujets sensibles, les apports d’une méthode mixte, ARIMHE, 5(2), 12-27.
Davies, S.E., Stoermer, S., & Froese, F.J. (2019). When the going gets tough: The influence of expatriate resilience and perceived
organizational inclusion climate on work adjustment and turnover intention, The international Journal of Human Resource
Management, 30(8), 1393-1417
Itano-Boase, M., Wijesingha, R., Cukier, W., Latif, R., Hon H. (2021). Exploring diversity and inclusion in Work-integrated
Learning: An ecological model approach, International Journal of Work-Integrated Learning, Special Issue, 22(3), 253-269.
Kele, J.E., & Cassell, C.M. (2022). The face of the firm: the impact of employer branding on diversity, British Journal of
Management, 0, 1-17

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 48
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Mallozzi, R., & Drewery, D. (2019). Creating inclusive co-op workplaces: Insights from LGBTQ+ students, International Journal of
Work-integrated Learning, 20(3), 219-228.
Meisenbach, R.J., & Hutchins, D. (2020). Stigma communication and power: Managing inclusion and exclusion in the
workplace, Organizing Inclusion, Routledge, 25-42.
Niard, C., & Franck, N. (2020). Apports de la pair-aidance aux dispositifs de santé mentale en France, Pratiques en santé mentale,
Numéro spécial, Pair-aidance, entraide et connivence, 3, 58-63.
Nishii, L.H. (2013). The benefits of climate for inclusion for gender-diverse groups, Academy of Management Journal, 56(6), 1754-
1774
Pennaforte, A. (2016). Organizational supports and individuals commitments through work integrated learning, Higher
Education, Skills and Work-Based Learning, 6(1), 89-99.
Pennaforte, A., Drysdale, M., Pretti, J. (2016). Building multi-target commitment through work integrated learning: the roles of
proactive socialization behaviours and organizational socialization domains, Revue Française de GRH, 102, 59-73.
Pennaforte, A. (2022). Fondamentaux de GRH: 100 défis RH illustrés, Dunod
Rhoades, L & Eisenberger, R. (2002). Perceived organizational support: a review of the literature, Journal of Applied Psychology,
87(4), 698-714.
Roberson, Q.M. (2006). Disentangling the meanings of diversity and inclusion in Organizations, Group & Organization
Management, 31(2), 212-36
Shore, L.M., Randel, A.E., Chung, B.G. (2011). Inclusion and diversity in work groups: a review and model for future research,
Journal of Management, 37, 1262-89
Shore, L.M., & Chung, B.G. (2021). Inclusive leadership: how leaders sustain or discourage work group inclusion, Group &
Organization Management, 47(4), 723-754
Siaud-Facchin, J. (2008). Trop intelligent pour être heureux, l’adulte surdoué, Odile Jacob
Thévenet, M. & Dejoux, C., Talent Management, Dunod, 2012
Valencia-Forrester, F., Wenham, K., Backhaus, B. (2019). Male of break: the role and support needs of academic advisor in work-
integrated learning courses, Higher Education Research and Development, 39(2), 1-14
Walters, D. & Zarifa, D. (2008). Earnings and employments outcomes for male and female postsecondary graduates of coop and
non coop programmes, Journal of Vocational Education and Training, 60(4), 377-399

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 49
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
TVET students work-integrated learning for
qualification acquisition and employability:
A South African TVET college perspective
MABU RAPHOTLE
Education, Training and Development Practices Sectoral Education and Training Authority, Johannesburg,
South Africa
INTRODUCTION
Several South African policy documents highlight the need for economic growth and social
development (Department of Higher Education and Training, 2013). Such need requires an adequate
supply of technical, vocational educational and training graduates that have appropriate attributes and
work-related competencies (Department of Higher Education and Training, 2013). This means that the
role of Post-School Education and Training institutions is crucial (Fraser, 2014) for the production of
employable and socially responsive graduates. There is enthusiasm around the world for greater
participation and active involvement of the wide variety of interest groups to produce employable
graduates who can contribute to socio-economic development (Winberg et al., 2011).
In South Africa, it is believed that technical education, in partnership with communities, local and
provincial governments (including skills authorities such as Sector Education and Training Authorities),
the private sector, and international partners, could play a major role in socio-economic development
through work-integrated learning (WIL) partnerships between TVET colleges and workplaces. An
overview of literature indicates a growing interest in best practice in the implementation of WIL for
students. The importance of preparing students to enter the world of work through WIL in the post-
school education and training system has been documented by several authors (Cole & Thompson, 2002;
Evers, Rush & Berdrow, 1998; Martin, Milne- Home. Barrett, Spalding & Jones, 2000; Peddle, 2000). It is
generally accepted that, if WIL is well-planned and implemented effectively and efficiently, students’
employability skills are enhanced, and students become work ready upon graduation.
The guidelines for WIL practice are documented in South African official documents that include the
White Paper on Post-School Education and Training, the DHET/SSACI WIL Framework, the National
Skills Development Plan (NSDP) and the 2020 TVET Colleges’ Student Support Service Plan
(TVETSSSP).
The Department of Higher Education and Training (2013, p.5) WIL Framework, developed in
collaboration with the Swiss South African Collaboration Initiative, a non-profit organization
supporting TVET colleges in South Africa, defines WIL as “…any purposefully-designed learning
program that integrates theoretical knowledge with authentic practice in the workplace.” The
framework also clarifies the features and the WIL requirements for TVET colleges.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 50
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Furthermore, the TVETSSSP emphasizes the support that TVET Colleges must provide to students to
enhance their chances of graduating and being employed. The plan also provides guidelines for Work-
integrated Learning (WIL) practice regarding what colleges should report on, emphasizing induction
and work readiness for students, partnership with industry, and tracking and tracing of college
graduates. It proposed the student support services model in Figure 1.
FIGURE 1: Student support services model (DHET TVET Colleges’ Student Support Service Plan, 2020).
Of interest in the above model is the Exit support leg that entails entrepreneurship, job placement and
articulation into high education. The leg provides further clarity on the outcomes of the WIL practice in
TVET colleges in South Africa.
It is against this background that this paper attempts to identify gaps between the stipulated guidelines
and the current practice of WIL in the TVET sector using a comparative analysis of practice from four
TVET colleges based in the province of Kwa-Zulu Natal, South Africa.
The paper focuses on the practice on two important outcome indicators of WIL identified through the
Sector Education and Training Authority (SETA) WIL Programme, that is, qualification acquisition
(through placement in industry) and graduate absorption in the labor market.
DESCRIPTION OF THE SETA WORK-INTEGRATED LEARNING PROGRAM
There are 21 SETAs in South Africa established in accordance with the Skills Development Act, 97 of
1998, which required, as part of one of their mandates, to expose TVET college students to industry

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 51
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
through WIL (Grawitzky, 2007). According to the 2020 published NSDP 2030 (DHET, 2019), all SETAs
are required to:
• Provide TVET students requiring work-integrated learning to complete their qualifications with
workplaces; and
• Make available workplace-based learning experiences and internships to TVET college
graduates.
To achieve the above, the SETAs collaborates with TVET colleges, through partnership agreements, to
provide funding for several TVET college students who have completed part of their Report 191 N6
programs, and requiring workplaces to acquire their college diplomas. The SETAs provide funding
mainly for a monthly stipend that ranges between R3 00 (approximately $160) to R4 500 (approximately
$250) per student for eighteen (18) months. Once funding from the SETAs is secured, the colleges recruit
local employers to host students requiring workplace experience to acquire their National Diploma. All
the key role players, that is, SETAs, colleges and employers, are required to monitor, support and report
on the students during and after the student’s 18 months’ work experience. The ultimate goal of the
program is to support students to acquire their Diploma to be able to secure employment or create their
own employment.
As one SETAs, the Education, Training and Development Practice Sector Education and Training
Authority (ETDP SETA) implements this WIL program under the name workplace experience and
agreed to participate in this research by providing its reports and databases of students.
METHODOLOGY
A qualitative approach was employed to gather data in three stages; First stage involved analysis of
official documents on how WIL should be implemented in TVET colleges. This also entailed the analysis
of databases of students (supplied by both a SETA and the TVET colleges) and who have completed
their 18 months’ workplace experience in 2019/20 and 2020/21 financial years.
The second phase entailed in-depth interviews, using an interview questionnaire, with key officials
from the ETDP SETA and TVET colleges who managed the SETA WIL program in 2019/20 and 2020/21
financial years, based in the province of Kwa-Zulu Natal, South Africa. The third and final phase used
thematic analysis to code data into themes, where these themes will be discussed in the findings section
of the paper (Creswell and Cresswell, 2018) (Note: in consideration of confidentiality, the identities of
the SETA and TVET college officials; and their colleges will not be mentioned in this paper).
DATA ANALYSIS AND FINDINGS
The data collected show some disparities or inconsistencies between data from the SETA and the four
TVET colleges, as can be shown in the table below in the 2019/20 financial year:

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 52
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
TABLE 1: 2019-20 data
Colleges
Learners supported and
reported by the SETA as
completions
Learners
awarded
diplomas
Graduates placed in
employment
College A
20
20
5
College B
38
42
4
College C
40
40
40
College D
37
29
0
TOTALS
135
131
49
Source: SETA and TVET college reports, 2020.
Table 1 above show a difference in reporting between colleges B and D and the SETA. According to the
questionnaire’s responses of the officials, there are two reasons for this. The first is that the SETA reports
its completions based on the exit letter from an employer, while colleges report their theirs based on the
diplomas obtained. Secondly the reporting requirements of the SETA are that it must account for the
stipend distribution after the 18 months period, while colleges must apply for a different process to get
their students certificated.
Furthermore, the data on table 1 show that while 97% of students successfully obtained their diplomas,
only 37% were able to secure employment. According to SETA and TVET college officials, the students
are neither tracked nor supported beyond their 18 months’ workplace experience (in the case of the
SETA) and once they have obtained their diplomas (in the case of 75% of colleges). Only College C
indicated that, because of its strong partnerships with local employers, it can find and track its students
employment after obtaining their diplomas.
The same data inconsistencies can be seen in the 2020/21 data captured in Table 2.
TABLE 2: 2020-21 data
Colleges
Learners supported and
reported by the SETA as
completions
Learners awarded
diplomas
Graduates placed in
employment
College A
10
0
0
College B
12
0
0
College C
11
15
0
College D
13
0
0
TOTALS
46
15
0
Source: SETA and TVET college reports, 2021.
While the reporting disparities are still evident in the Table 2 data, the rate of certification and tracking
of job placement are very low, or nonexistent. The reasons, according to 100% of the colleges, are that
the application process for diplomas, after the completion of the 18 months WPE, is tedious and time
consuming. This means that 75% cohort of these students have not received their results to check if they

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 53
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
have obtained their diplomas. As can be seen from Table 2, the lack of diplomas has a knock-on negative
effect on the tracking of employment placements as none of the students have been placed in
employment.
Other findings, from the analysis of the interview questionnaires, relate to the amount of stipend paid
by SETAs; lack of adequate monitoring by SETAs; and lack of communication of updated WIL
guidelines from the DHET.
All participants (100%) indicated frustration with different amounts of stipend paid by SETAs,
indicating that some SETAs pay low, while others pay high allowances. According to them this situation
contribute to drop-out rates and WPE hoping, where students chase SETAs paying higher stipends.
The lack of adequate monitoring by SETA was mentioned by 100% of the colleges. While 75% conceded
not monitoring adequately themselves, however it the SETA monitoring that they are worried about
because they (SETAs) are the main funders of the WIL program and therefore should account on their
return on investment.
The lack of updated guidelines by the DHET was cited by 100% of the colleges. This was confirmed
when this researcher asked if they are aware of the 2020 TVETSSSP document, where none said they
are aware of it, yet it was available on the DHET website. Despite few attempts, this researcher was
unable to get hold of one DHET official to ascertain if this document was sent and workshopped with
the colleges.
RECOMMENDATIONS
Based on the findings above, the following are recommended:
a) The SETA and the TVET colleges should report WIL program student successful completions
based on the diplomas issued, to align their reported student numbers and impact indicators.
b) The SETA and the TVET colleges should review their WIL program implementation to include
adequate monitoring and updated requirements from the DHET.
c) The SETA should review and benchmark the amount of stipend provided to alleviate challenges
related to WIL program hoping by students. p
d) To measure the impact of the WIL program, the SETA and the TVET colleges should track the
students beyond the 18 months contract to ensure that the students are placed in employment.
CONCLUSION
In the post-COVID 19 era, which has digitally transformed the world of work, the WIL program for
students require a review in relation to how and where students are placed; how they are prepared (job
readiness); continuously monitored and ultimately placed in employment. The findings of this paper
have shown which areas of the WIL program require such a review, and these are articulated in the
recommendations. To achieve this objective a close collaboration is necessary between all key role
players such as the DHET, SETAs, TVET colleges and local employers.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 54
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
REFERENCES
Creswell, J.W. & Creswell, J.D. (2018). Research design: Qualitative, Quantitative, and Mixed Methods Approaches (fifth ed.).
Sage.
Department of Higher Education, Science, and Innovation. (2013). A framework for providing work-integrated learning in
technical and vocational education and training colleges.
https://www.ssaci.org.za/images/12._WIL_Framework_for_TVET_Colleges.pdf
Department of Higher Education, Science, and Innovation. (2019). National Skills Development Plan.
https://www.gov.za/sites/default/files/gcis_document/201409/37229gon11.pdf
Department of Higher Education, Science, and Innovation. (2020). The technical and vocational education and training colleges’
student support services annual plan. https://www.gov.za/sites/default/files/gcis_document/201409/37229gon11.pdf
Fraser, S. (2014). The Role for Technical and Vocational Education and Training and Donor Agencies in Developing Economies
(Global Policy publication 5(4), pp. 494-502) http://dx.doi.org/10.1111/1758-5899.12134
Grawitzky, R. (2007). Setas – A Vehicle for the Skills Revolution? Development Policy Research Unit, DPRU Working Paper,
July 2, http://www.dpru.uct.ac.za/sites/default/files/image_tool/images/36/DPRU%20WP07-125.pdf
Winberg, C., Garraway, J., Engel-Hills, P. & Jacobs, C. (2011, August 12). Work-integrated learning: Good Practice Guide. HE
Monitor No. 12 http://www.che.ac.za

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 55
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Preparing future proof curricula to boost the economy
and contribute to social cohesion: A Western Cape,
South African perspective
LALINI REDDY
Cape Peninsula University of Technology, Cape Town, South Africa
INTRODUCTION
University curriculum development is a dynamic process. It’s relevance and fitness for purpose is
constantly being challenged by the fast changing global and local economic and social trends. This study
seeks to highlight components for a future proof curriculum to boost the economy and contribute to
social cohesion in the Western Cape of South Africa.
Background of Universities of Technology
Universities of Technology (UoTs) in South Africa evolved from Technical Colleges and Technikons,
which had strong partnerships with industry partners. The distinguishing factor of UoTs , is that they
focus on technology innovation and transfer and offer technological career-directed educational
programs. They are expected to engage with industry to produce innovative problem-solving research.
The new concept of Work-Integrated Learning is in line with the new SAQA (South African
Qualifications Authority) Higher Education Qualifications sub-Framework (HEQsF) of the CHE to
become a pedagogy and scholarship of its own.
Economic and Social Environment in the Western Cape
World Economic Forum (2022, p. 7) states that:
respondents to the Global Risks Perception Survey (GRPS) perceive societal risks—in the form of
“social cohesion erosion”, “livelihood crises” and “mental health deterioration”—as those that
have worsened the most since the pandemic began. Only 16% of respondents feel positive and
optimistic about the outlook for the world.
Like many areas, the Western Cape in South Africa continues to be plagued by unemployment and
social ills (Houngbo, 2023). There has been increased gang crimes, drug abuse and various other crimes.
Youth who are the potential workforce, are unemployed. They need the necessary skills demanded in
growth-enhancing sectors. The Global Employment Trends for Youth 2022 (International Labour
Organisation, 2022) demonstrated the potential of Africa to promote inclusive and sustainable green,
digital and care transitions with a view to meeting the relevant targets of the United Nation’s SDG 3 (on
health) and SDG 4 (on education) through its policies. Whilst South Africa has one of the highest rates
of public investment in education in the world, there are over 600 000 graduates with tertiary education
unemployed (Institute of People Development, 2023).

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
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Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Sample student responses to a recent survey where students were asked ‘what they would like to see
the university qualifications focus on’, include the following:
Feeding into varied and vibrant economic sectors showing large potential for growth (tech,
agriculture and processing, creative industries, ocean economy, manufacturing); Solid
foundation of technology supported teaching and learning capability; Infrastructure to support
learning, industry requirements, and entrepreneurship which can be further built on and
leveraged.
Focused group discussions with industry, community, and the university staff, to determine “what the
future proof curricula of the university should include, yielded similar responses to the above student
responses. Thus latest concept of innovative, engaged and entrepreneurial universities has started to
gain favor by many.
THE NEED FOR QUINTUPLE HELIX PARTNERSHIPS
It is time that universities seriously strengthen their relationships and partnerships with key industry
and community organizations. (Ferns et al., 2016). Herein lies the success in entrepreneurship and social
innovation. The Cape Peninsula University of Technology’s (CPUT) Vision 2030 (CPUT, 2021). focusses
on building quintuple helix partnerships, that is “developing a 4x4 matrix of engagement related to
innovation and technology activities with our four primary communities (civil society, industry,
government and academia)” within the environmental context.
At a recent Academy-Industry Training: Swiss and African Science and Business Innovators Program
(AIT-SASBI) in South Africa, the “universities-industry collaboration was emphasized as a key
determinant of success in entrepreneurship” (EDHE, 2023). The need for students to become innovators
from early on was stressed, and for universities to work alongside regulators, industry and the market.
Industry is “the real world where actions take place” (EDHE, 2023).
The Department of Economic Development and Tourism ‘is working towards a Western Cape that a
vibrant, innovative and sustainable economy, characterized by economic growth and employment”
(Department of Economic Development and Tourism, 2023). It focusses on skills opportunities, trade
and investment, energy resilience and ease of doing business. The Western Cape has recently created
98% of the new jobs in South Africa, especially in Tourism.
Another key economic sector for the Western Cape is agriculture, especially it’s winelands and citrus
crops. The City of Cape Town (COC) (2023) is working on job creation and economic opportunities for
its people. The COC’s Social Development Strategy is creating opportunities for those excluded from
society. The Department of Social Development has also created numerous platforms for social support
of the disabled, homeless, substance abuse centers and disease control. The Western Cape Government
has launched a strategy to promote job creation entitled’ Growth for Jobs’ (Western Cape, 2023).
The above scenarios provides a glimpse of opportunities for universities to tap into to boost the
economy and social cohesion in the Western Cape. Industry and community, need appropriate talent
to thrive. Industry needs commercially viable ideas derived from meaningful scientific research that
unlocks wealth creation.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
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Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
FUTURE PROOF CURRICULA
Zegwaard and Rowe (2019) recognize work-integrated learning “as a powerful educational approach
that helps reduce the gap between education and employment through the development of
employability outcomes”. The outcomes may be met through scaffolding in WIL which “entails
sequencing WIL experiences and/or the curriculum in such a way that there is structure and meaning
to student learning” Zegwaard and Rowe (2019). This is a dynamic developmental approach of
sensitizing students from first to final year, to the actual workplace. This may mimic the US and
Canadian cooperative education models which “gradually introduce students to their relevant graduate
industry sector/s, building up to more authentic and complex learning opportunities which model
professional practice contexts” (Zegwaard & Rowe, 2019). This model is already entrenched in the
health and wellness professional qualifications. In 2018 Bennett emphasized the need for employability
to be aligned to, and integrated with curriculum, so that we may effectively prepare students for future
work (Zegwaard & Rowe, 2019).
The Cape Peninsula University of Technology, in its new Smart Vision 2030 Focus Area 6.2, seeks to
champion social, cultural and economic growth in CPUT’s region, namely the Western Cape. To this
end initiatives are underway in the teaching and learning space to innovate WIL curricula trends. In the
spirit of CPUT’s Vision 2030 themes of ‘Oneness’ and ‘Smartness’, the Centre for Community
Engagement and Work-Integrated Learning (CCE&WIL) at CPUT promotes various modalities of WIL,
community service learning and community engagement pedagogy in order to produce smart future-
fit resilient graduates. It seeks to instill CPUT values, graduate attributes, employability,
entrepreneurship, and social responsiveness in students, through staff and student development and
research initiatives. It envisages achieving this through engagement with quintuple helix partners
regionally, nationally and internationally.
This study focuses on incorporating entrepreneurial thinking and challenge-based education into the
curriculum. These ideas arose in group discussions of Work-integrated coordinators and curriculum
developers. International models were also studied of essential components that promote employability
of students, for example at Various topics are integrated into the curriculum such as intrapreneurship,
technopreneurship, social innovation hubs, challenge-based education, 4IR, strategic and critical
thinking. The Table 1 below provides an example of scaffolded curricula components to move the
employability agenda and provide a future fit and dynamic curricula and teaching and learning
practices, which will allow change with the times.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
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Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
TABLE 1 : Curriculum designed to include employability components
YEAR OF
STUDY
PROFESSIONAL
PRACTICE
WIL
COMMUNITY
ENGAGEMENT
ENTREPRENEURSHIP
1
Professional Practice:
Practical Skills
Development
Work-Directed
Theoretical Learning
17 SDGs
Critical Thinking
2
Professional Practice:
Industry Profiling
Clinical/simulation
laboratories
Community service
learning project
Strategic thinking and
intrapreneurial thinking
3
Professional Practice:
Communications and
Business Etiquette
Workplace-based
learning
Challenge driven
project
Entrepreneurship project
4
Professional Practice:
Ethics and Regulations
Workplace-based
learning
Social innovation
projects
Technopreneurship project
Entrepreneurial Thinking
Studies show that universities need to become innovative and entrepreneurial (Cunningham and
Mentor, 2021; O’Flynn et al., 2023). This is the new trend of many universities globally as they realize
the need to be more relevant to industry and the community. A recent World Bank Graduate Survey
reported a student commenting as follows, “I would love to start my own business, but I don’t believe
that it will be possible without gaining at least some work experience.’’ This has solidified efforts to
embed entrepreneurial thinking into the curriculum from first year.
Universities need to create sustainable ecosystems with committed partners. Ecosystems critical for
impactful entrepreneurship. Universities require talent and knowledge, physical infrastructure,
leadership, finance, demand for the solutions presented, and intermediaries to make things happen.
Australian innovative WIL practices identified in an inaugural study included, “innovative WIL models
such as micro placements, online projects or placements, and WIL incubators and start-ups, along with
other contemporary approaches” (Kay et al., 2019). The Entrepreneurship Development in Higher
Education (2023) speakers mention that universities, should be seen as:
long-term entities enjoying staying power with a continuous outflow of knowledge and talents,
are best placed to play a key role when they build an ecosystem within them, especially when
they develop the right culture and networks to make this happen. Universities could also become
role models for the upcoming generations.
There is opportunity for students to associate with technology stations and research institutes at the
university (Akpan, 2021). These initiatives cover engineering, business and science. This includes the
Agrifood Station, Water And Wastewater, agriculture department farm, horticultural nurseries,
biotechnology institute, F’Sati nano-satellite development, SARETEC Renewable Energy Centre and
Clothex to name a few.
The Entrepreneurial Development in Higher Education (EDHE) program for South African universities
drives entrepreneurship competitions annually. This is an opportunity for students and staff to respond

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 59
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
with start-ups or incubators in the Western Cape. The following quotation describes an incubator which
promotes entrepreneurship (Kay et al., 2019):
An incubator is a workspace that provides support for startups including mentoring, information,
networks, office space and resources for the early-stage development of new business ventures.
WIL students can be placed in incubators to support ventures. A start-up is an entrepreneurial
venture which is typically a young, small and recently emerged business that aims to create a
new product, process or service to meet a need that is not currently being offered elsewhere in
the market. The first stages of a start-up are commonly financed and can attract further support
once it has proved its potential. Increasingly WIL students are undertaking placements or projects
in or for start-up businesses.
University of Basel is now reaping the benefits of being part of a consortium named UNITECTRA, a
non-profit incorporated technological transfer company that went into operation from 1999, co-owned
by the universities of Basel, Bern and Zurich. The University of Basel also collaborates with the Swiss
Technology Transfer Association which activates the commercialization of research results, IP/patents
protection and management, technology marketing, financing and the licensing of existing and spin-off
companies (Entrepreneurial Development in Higher Education, 2023).
Social Innovation
SDGs-inspired socially impactful innovation is feasible if entrepreneurs start considering the social
impact of their business ideas from the outset. Partners including students and staff need to identify
within their areas of expertise and inquiry, priority SDGs and set targets and key performance indicators
to monitor progress (Loiotile et al., 2022). Then they may measure results and communicate them to
both internal and external stakeholders. They should align company values and culture to the SDGs so
all employees are aware of the common goals. The following aspects should be considered for success,
1) Synergy – learn from other successes, 2) Symbiosis – work equitably and equally with partners, 3)
Sustainability – identify needed and realistic innovations, 4) Cultivate self-confidence and 5) use science
to solve societal challenges and feed solutions to the innovation.
Challenge Driven Education
Universities may consider following ‘challenge driven education’. This involves students going into
communities and determining what problems to solve, planning a project and implementing the project
for the benefit of the community (Gallagher & Savage, 2020).
Western Cape like many other regions have WIL integrated across the curriculum in the medical
degrees and various other health and wellness disciplines such as nursing and biomedical sciences. This
works well because there is a solid partnership between the university and dep the department of
Health. The teacher education qualifications are also well endowed for WIL placements through an
established partnership with the department of education in the Western Cape. Improved work
preparedness has been shown to occur where there is community service learning, and work-integrated
learning embedded in the curriculum. Universities may consider including discipline-specific technical
competencies, business and entrepreneurial competencies and socio-ethical competencies.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 60
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
CONCLUSION
Educational institutions play a vital role in preparing graduates with future -proof curricula to ensure
economic growth and social cohesion in our countries. Further research on curricula design is required
to meet the future of work needs of our graduates. These efforts cannot be done in isolation. They
require partnerships and dialogue amongst quintuple helix partners in geographical regions.
Creating a culture for innovation and accountability in society is essential by the various stakeholders
to strengthen partnerships for entrepreneurship and social cohesion.
REFERENCES
Akpan, I.J. (2021). Scientometric evaluation and visual analytics of the scientific literature production on entrepreneurship,
small business ventures, and innovation. Journal of Small Business & Entrepreneurship, 33(6), 717-745.
City of Cape Town (2023). Social Development Strategy. https://www.westerncape.gov.za/assets/departments/social-
development/city_of_cape_town_social_development_strategy_2013.pdf Accessed 3 March 2023
CPUT (2021). CPUT Vision 2030. www.cput.ac.za
Cunningham, J.A., & Menter, M. (2021) Transformative change in higher education: entrepreneurial universities and high-
technology entrepreneurship. Industry & Innovation, 28(3), 343-364.
Department of Economic Development and Tourism (2023) https://www.westerncape.gov.za/dept/edat
EDHE (2023). Universities-industry collaboration underscored as a major prerequisite for success in entrepreneurship.
https://edhe.co.za/universities-industry-collaboration-underscored-as-a-major-prerequisite-for-success-in-
entrepreneurship/ Accessed 7 March 2023
Ferns, S.; Russell, L.; Kay, J. & Smith, J. (2016) Responding to industry needs for proactive engagement in work integrated
learning (WIL): Partnerships for the future.
Gallagher, S.E. & Savage, T. (2020) Challenge-based learning in higher education: an exploratory literature review, Teaching in
Higher Education, DOI: 10.1080/13562517.2020.1863354
Houngbo, G.F. (2023). The world needs a strong and sustained dose of social justice. International Labour Organisation.
https://www.ilo.org/global/about-the-ilo/how-the-ilo-works/ilo-director-general/statements-and-
speeches/WCMS_868098/lang--en/index.htm Accessed 3 March 2023
International Labour Organisation (2022). Global Employment Trends for Youth 2022: Africa
https://www.ilo.org/wcmsp5/groups/public/---ed_emp/documents/briefingnote/wcms_853322.pdf Accessed 3 March 2023
Institute of People Development (2023). Trends and issues in SA’s graduate labour market. https://peopledev.co.za/trends-and-
issues-in-sas-graduate-labour-market/ Accessed 3 March 2023
Kay, J.; Ferns, S.; Russell, L.; Smith J. & Winchester-Seeto, T. (2019) Innovative models of WIL. International Journal of Work-
Integrated Learning, Special Issue, 20(4), 401-413 407
Loiotile, A.D., De Nicolò, F., Agrimi, A., Bellantuono, L. La Rocca, M., Monaco, A., Pantaleo, E., Tangaro, S., Amoroso, N.,
Bellotti, R. (2022). Best Practices in Knowledge Transfer: Insights from Top Universities. Sustainability, 14(22), 15427.
O’Flynn, E., Stephens, S., Cunningham, I., Burke, A., McLaughlin, C. (2023) Experiential learning and the entrepreneurial
university: An Irish case study. Industry and Higher Education, 14, https://doi.org/10.1177/09504222221151146 Accessed on
13 May 2023
Republic of South Africa (2003). Higher Education Act, 1997 (Act No. 101 of 1997): merger of public higher education
institutions [Government Gazette Nos. 25737 and 25787]. Pretoria: Government Printer.
Western Cape (2023). Growth for Jobs Strategy, final draft for stakeholder consultation. https://www.velddrif.info/wp-
content/uploads/2023/02/Growth-for-Jobs-Strategy-FINAL-DRAFT-for-External-Consultation.pdf Accessed 12 May 2023
World Economic Forum (2022). The Global Risks Report 2022. 17th edition Insight Report. p. 1-117.
https://www3.weforum.org/docs/WEF_The_Global_Risks_Report_2022.pdf Accessed 12 May 2023
Zegwaard, K.E. & Rowe, A.D. (2019) Research-informed curriculum and advancing innovative practices in work-integrated
learning. International Journal of Work-Integrated Learning, Special Issue, 20(4), 323-334

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
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Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Exploring challenges in work-integrated learning: A learning
curve from an Indonesian perspective
FAIZAH SARI
Prasetiya Mulya University, BSD City, Indonesia
INTRODUCTION
The literature on work-integrated learning (WIL) in the Asian region has concentrated on the
background of work-integrated education, the present condition, and the anticipated challenges,
including in with Asian regions: China, Japan, Korea, Hong Kong, Vietnam, Thailand, Malaysia, and
Singapore (Tanaka & Zegwaard, 2019). More importantly, a range of topics relevant to the diverse
circumstances of higher education in Asia, especially the sociocultural ones, have come to the fore that
represent key issues in the WIL program in the region. As such, Indonesia shares similar sociocultural
conditions and challenges with the neighboring countries. The unique sociocultural and geopolitical
landscapes of the Asian region provide diverse interpretations of needs and backgrounds, as well as
practices. As a result, WIL models are contextualized and practices are demonstrated through
continuous adjustments to expectations and reality of the culture in which the program is situated. This
is the tenet of contextualized WIL as argued by Zegwaard (2019).
Work-Integrated Learning Experience in the Asian Region
As far as WIL development is concerned, some commonalities relevant with major issues with
Indonesian perspective are noted, including first, Indonesia’s current stage of early WIL development,
a discussion relevant to history of WIL representing in the stages of WIL program in China (Xu, 2019).
Second, Indonesia has grappled in improving human capacity through various initiatives in both basic
and higher education to produce skilled graduates, a condition considered as socioeconomic pressure
relevant to the employability and skill development of graduates in Japan, albeit in a different context
(Tanaka, 2019). Third, the job market has revealed a gap between the graduates and expectations of the
employers, a disparity between skills acquired and practical needs in industry that are highlighted in
Korea (Oh & Om, 2019). Fourth, two governing ministries have worked together to address issues that
deal with employability of fresh graduates and the constant upskilling demand from the job market,
which shares some of the arguments stated in the needs gap between two stakeholding state ministries:
education and industry in Hong Kong (Tanaka & Lai, 2019). Fifth, the state ministry of education has
recently upgraded Indonesia’s higher education system by introducing various real life learning
opportunity initiatives, including WIL, which are slowly integrated in the more conventional existing
curriculum, an effort shared by Vietnamese counterpart as the opportunities to transform education
system through WIL were transpired in Vietnam (Nguyen et al., 2019). Sixth, the ‘Western’ WIL
frameworks have been adapted in most Asian regions with adjustment relevant to sociocultural
practices and perspectives in each country. In this case a WIL model that has been implemented in at
least one Indonesian university is Canada's University of Waterloo. Such an experience implying a

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University of Waterloo, Ontario, Canada
learning curve in the process of developing a WIL program is highlighted as adaptation of WIL models
similarly occurs in Thailand (Srisa-an & Pramoolsook, 2019). Seventh, Indonesia’s growing
demographics and increasing needs for human capital translate into the heightened attention to better
governing systems to organize higher education and graduate employability in its 38 provinces, a
challenge shared by our peer in Malaysia of interactions among various stakeholders in the multifaceted
socioeconomic background (Mahat et al., 2019). Finally, the bottom line of any educational initiative
concerns the quality of learning and results for the student. As the path to implement WIL is relatively
new in Indonesia, challenges and reviews in skill assessment and skill set development encompassing
the perspectives of employers, educators, and curriculum become increasingly significant. Such a
quality of student learning and results in WIL in Singapore is scrutinized (Lee, 2019).
Stakeholders in Work-Integrated Learning Universal Framework
During the WACE Conference in 2019, McRae and Pretti (2019) discussed a universal framework for
quality WIL that features five key stakeholders: students, educators, institutions, employers, and the
government. The framework provides parameters for each stakeholder to be accountable for their share
to support the success of WIL through producing aims and measures. This framework helps
stakeholders identify themselves in the running of things, focus on accountability, and foster
improvement and synergy among stakeholders. In the case of Indonesia, the concept and directions
underlying the parameters in the universal framework not only assist in the actual implementation of
WIL program, but also characterize more specific implications for research in higher education that is
based on empirical data, an area WIL program in Asia will benefit from, as argued by Zegwaard (2019),
to gain lucid understanding of the success and sustainability of the program.
In addition, literature on future directions as well as ways to overcome challenges in WIL in the Asian
region appears to agree upon areas where the adoption of WIL model would be best implemented.
Zegwaard (2019) discusses some suggestions to overcome challenges as future directions in WIL in
Asian region. Additionally, the universal framework (McRae et al., 2019) aims to help interpret such
challenges to create a distinct collaboration among WIL stakeholders and contextualize a meaningful
WIL practice. Both perspectives combined help clarify the challenges which WIL in Indonesia is facing
and set out key stakeholders, with descriptions of specific caution being in fivefold:
1. developing government-supported WIL programs (government and institution, employers),
2. actioning on the reform of skill gap versus employability (institution and employers,
educators),
3. contextualized WIL programs (institutions and educators, employers),
4. participating in WIL associations (institutions), and
5. Collaboration in research and funding (educators and industry, institution and government).
Overview of Work-Integrated Learning Practices in Indonesia: Challenges and Opportunities
The education system in Indonesia has employed some form of WIL program through various
implementations in universities and vocational or polytechnical training institutes for over four
decades, including apprenticeship, clinical placement, field placement, work experience, internship,
entrepreneurship, and recently co-operative education (Sari, 2021). Like in China, Malaysia, and many

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Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
other Asian countries, higher education in Indonesia is a central government jurisdiction. According to
the Indonesian Bureau of Statistics, “in 2022 there were 4,004 universities in Indonesia in all 38
provinces, a 0.73% increase from the previous year” (Sadya, 2023). In addition, there were 269,325
teaching faculty and over 7.8 million students in 2022 (BPS, 2022, pp. 169-193). Not unlike in Vietnam
and Thailand, the adaptation of WIL model in Indonesia also offers a healthy introspection to the local
higher education practices by questioning and redefining the purpose, strategies, and outcomes.
Furthermore, a practical learning program launched by the Indonesian government in 2020 provided
the right momentum to promote WIL (Sari, 2020). As a result, the nationwide WIL initiative targets
some key accountabilities cemented by the quality framework by exposing them to interaction. In the
particular initiative, all five stakeholders are raised to the fore exposing key aims and measures to be
monitored, critiqued, and reviewed for improvement, the new central component being the
introduction of academic credit transfer to the curriculum. In retrospect, the academic transfer scheme
is responsible for an introduction of change in assessment in Indonesian higher education curriculum.
The credit transfer scheme met with some resistance at first, but after four work terms most institutions
and educators dealing with determining the student’s grade based on assessment were able to decide
on the best way to assess the student's overall performance. The core issue is the argument for including
summative assessment while releasing some of the control which teachers in Indonesia have in the
predominantly teacher-centered environment to the work supervisors and, to some extent, the student’s
own self assessment.
Work-Integrated Learning Assessment in Indonesia
Studies on WIL assessment have shown that students benefit from an honest, thorough, and clear
evaluation of their performance which facilitates their learning, including theoretical perspectives on
WIL assessment (Hodges, et al., 2014); e-portfolios for student’s engagement for ownership for specific
skills (Ferns & Zegwaard, 2014); a good facilitation of feedback that involves at least three stakeholders
– employers, educators, and students (Peach, et al., 2014); a framework for skills evaluation criteria
(Zegwaard, et al., 2003); and risks (Fleming & Hay, 2021). Some assessment types work well in
Indonesian WIL, e.g., skill criteria in the performance evaluation from both work supervisors and
academic advisers have been available, focusing on both technical and soft or transferable skills (Sari,
2020). Universities have WIL students fill out logbooks or write regular ejournals to record their
progress, challenges, and other observations at work. Students are also required to submit a complete
report of their WIL experience to the study program. For example, University of Prasetiya Mulya’s co-
operative education program encourages their co-op students to create e-portfolios that include
chronicling national certification exams, such in actuarial science (Indonesian Association of Actuaries)
and computer science (Google and Apple academies), to enhance skill sets. In the current, and early
stage of WIL practice in Indonesia, quality learning outcomes through quality skill assessment and
cultivation for strategic skills in technology and sustainability, like discussed in the case of Singapore
(Lee, 2019), may become both a daunting and exhilarating prospect.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 64
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Recommendation for Collaborative Assessment
An effort in addressing WIL assessment and in helping untangle somewhat the intricacies in the
theoretical aspect of assessment that assist the learner (student), the supervisor (employer and
educator), and the institution in a more pragmatic and accessible manner. One way is to integrate
student learning ownership, which has been introduced by productive reflection (journaling, e-
portfolio), in the undergraduate final project or thesis. Indonesian higher education requires a thesis as
mandatory for an undergraduate degree. Undergraduate thesis is normally a six to twelve-credit course
offered in the final semester that culminates in a defense exam by a thesis committee. In taking WIL
experience into the final project, a WIL student could use her WIL work to showcase learning
ownership, argue certain reasonings of methodology with the academic advisers, and eventually
flourish in the combination of structured learning and experiential or personalized learning. On the
other hand, educators could have the opportunity to assess the desired procedural knowledge of the
student. All to the better, the thesis committee may include the work supervisor in the defense, or during
the advising, to offer a comprehensive look at the student’s project. In so doing, the three stakeholders
are free to compare data, contrast insights, test methods, argue assumptions, criticize findings, and
listen to a specific skill set that is meant to be explored, all in one scientific event.
CONCLUSION
To sum up, the guiding principle for the discussion is the assumption that a learning curve is necessary
for beginning WIL stakeholders to negotiate values among the parameters and stakeholders, adjust WIL
models to describe the multifaceted sociocultural conditions, and execute plans for quality
improvement. As the current discussion presents a preliminary take on WIL in Indonesia, much more
studies are recommended to clarify issues in the parameter of the universal framework. A practical
approach that could expand from student learning ownership, such as integrating WIL work in the final
project, could help alleviate some barriers in providing a productive assessment.
REFERENCES
Badan Pusat Statistik. (2022). Statistik Indonesia 2022. BPS Statistics Indonesia.
Ferns, S., & Zegwaard, K. E. (2014). Critical assessment issues in work-integrated learning. International Journal of Work-Integrated
Learning, 2021, 22(2), 179-188.
Fleming, J., & Hay, K. (2021). Understanding the risks in work-integrated learning. International Journal of Work-Integrated
Learning, 2021, 22(2), 167-181.
Hodges, D., Eames, C., & Coll, R. K. (2014). Theoretical perspectives on assessment in cooperative education placements. Asia-
Pacific Journal of Cooperative Education, Special Issue, 15(3), 189-207.
Ihsan, D. (2021, Nov 30). ‘Perjalanan Kampus Merdeka sejak diluncurkan sejak Januari 2020’. Kompas. “Perjalanan Kampus
Merdeka sejak Diluncurkan”. https://edukasi.kompas.com/read/2021/11/30/070400271/perjalanan-kampus-merdeka-sejak-
diluncurkan-januari-2020?page=all.
McRae, N. & Pretti, J. (2019). Operationalizing A Quality WIL Framework. 21st World WACE Conference. Cincinnati, OH.
Peach, D., Ruinard, E., & Webb, F. (2014). Feedback on student performance in the workplace: The role of workplace
supervisors. Asia-Pacific Journal of Cooperative Education, Special Issue, 15(3), 241-252.
Sadya, S. (2023, Apr 10). “Ada 4.004 Perguruan Tinggi di Indonesia pada 2022”. Data Indonesia.
https://dataindonesia.id/ragam/detail/ada-4004-perguruan-tinggi-di-indonesia-pada-2022.
Sari, F. (2019). Toward sustainable industry connection for co-operative education: reinventing work-integrated learning in
Indonesia universities. The Ary Suta Center Series on Strategic Management. Jakarta: Kiran.
Sari, F. (2020). Cooperative education program: pedoman dasar bagi perguruan tinggi di Indonesia. Makassar: Nasmedia
Pustaka.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 65
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Tanaka, Y. (2019). Introduction. In Tanaka, Y. & Zegwaard, K. E. (Eds.). Cooperative and work-integrated education in Asia: History,
present, and future issues. Routledge: Oxon.
Tanaka, Y. & Zegwaard, K. E. (Eds.). (2019). Cooperative and work-integrated education in Asia: History, present, and future
issues. Routledge: Oxon.
Zegwaard, K. E., Coll, R. K., & Hodges, D. (2003). Assessment of workplace learning: A framework. Asia-Pacific Journal of
Cooperative Education, 4(1), 9.
Zegwaard, K. E. (2019). Cooperative education in the Asian region: Future development and direction. In Y. Tanaka & K. E.
Zegwaard (Eds.), Cooperative and work-integrated education in Asia: History, present and future issues (pp. 176-184).
Routledge.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 66
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
What Gen Z views as ideal jobs and employers:
Generalizations and nuances in the voices of 2,000
university co-op students
MY T. TRUONG
DAVID DREWERY
ANNE-MARIE FANNON
University of Waterloo, Waterloo, Canada
INTRODUCTION
Generation Z (Gen Z), comprising individuals born between 1997 and 2012 (Statistics Canada, 2022), is
playing an increasingly crucial role in the workforce. These youngest labor market entrants are fast
replacing the retiring Baby Boomers and are predicted to hold almost all entry-level jobs by 2030
(McGaha, 2018). Additionally, Gen Z’s work values, that is, the desirable characteristics of a job or an
employer (Rounds & Jin, 2013), which may determine their career pursuit and commitment (Carless,
2005), have been found to be distinctive from the previous generations’. For instance, witnessing the
great recession, Gen Z tends to place a higher priority on salary, benefits, and job security when
choosing employment than do the previous generations (Lanier, 2017). Gen Z is also believed to be the
most achievement-oriented cohort ever, who does not easily settle for the status quo and is ready to hop
jobs if their expectations are not satisfactorily met (Aggarwal et al., 2020). With such potential and
unique work values, Gen Z is expected to reshape the future workplace (Aggarwal et al., 2020).
A proper understanding of Gen Z’s work values as well as what shape such values are therefore
imperative for both work-integrated learning (WIL) educators and employers. It may help WIL
educators understand the role WIL may play in guiding students to discovering their work values, thus
better preparing them for the world of work. For employers, adequate attention to Gen Z’s needs would
advantage them in recruiting and retaining quality candidates from this next generation (Leslie et al.,
2021).
The literature, despite offering a plethora of relevant information on the topic (see for example
Acheampong, 2021), demonstrates two major gaps that necessitate this study. First, much of the
available discussion is merely opinions or observations, some of which are contradictory (Acheampong,
2021; McCrindle & Fell, 2019). Many work values ascribed to Gen Z are therefore ill-supported, creating
more confusion than useful insights for stakeholders. Second. although work experience is widely
accepted as a strong predictor of work values (Warner et al., 2023; Waterwall et al., 2022), no research
has been done exclusively on Gen Z in WIL context to confirm the relationship. The role of WIL in
shaping Gen Z’s work values is thus unclear.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 67
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
Given such gaps, this study aims to empirically investigate the work values that Gen Z students hold,
and how WIL experience may impact these values. Findings of the study would enrich the existing
literature and provide meaningful implications for WIL educators preparing Gen Z for the future
workplace, and for employers seeking to hire and retain this emerging talent.
METHODOLOGY
The study employed a quantitative research approach, collecting data via survey questionnaire. To
measure Gen Z’s work values, the questionnaire asks respondents to rate the importance of seven
employer attributes and 12 job attributes (see tables 1 and 2) on a five-point scale (1=not important at
all; 5=essential). To measure WIL work experience, respondents were asked for the number of work
terms they had completed. After Ethics approval was obtained (project number 44614), data was
collected on October 25, 2022, via online survey.
Participants included 2,097 undergraduate students enrolled in co-operative education programs at a
Canadian university. They were selected regardless of study major, gender, and nationality, as long as
their birth year falls between 1997 and 2012. The mean age of the sample (n=2,097) was 20.1 years (SD =
1.53) at the time of data collection. Distribution of participants by faculties is as follows: Engineering
(36.4%); Mathematics (19.1%); Arts (18.2%); Science (11.6%); Health (8.6%); Environment (5.8%). The
participants had completed an average of 2.1 work terms (SD=1.86), and most of them are Canadian
citizens or permanent residents (83.1%), and self-identified as woman (63.9%).
RESULTS
Participants’ Views of an Ideal Employer
The results for participants’ views of an ideal employer are displayed in Table 1. As the table shows,
training and development received the highest importance rating (M=4.12) among seven employer
attributes. Ranked last in the list and below average are employers’ commitment to sustainability
(M=2.95) and prestige (M=2.67).
TABLE 1: Mean importance ratings of employer attributes (n=2097).
Employer attributes
Mean*
SD
My ideal employer offers me professional training and development.
4.12
0.844
My ideal employer has a culture that values diversity, equity, and inclusion among its
personnel.
3.86
1.103
My ideal employer has a culture that respects my individuality.
3.74
0.987
My ideal employer is a good reference for my future job searches.
3.62
0.923
My ideal employer offers me a mentor or coach.
3.58
1.029
My ideal employer is committed to sustainability.
2.95
1.072
My ideal employer is prestigious.
2.67
0.990
*calculated on a scale of 5 (1=not important at all; 5=essential)

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 68
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
One-way ANOVAs were conducted to examine the impact of work experience on the importance
ratings participants assigned to each employer attribute measured. Participants were categorized into
three groups according to the number of work terms completed (Group 1: 0 work terms; Group 2: 1-2
work terms; Group 3: 3 or more work terms). The results show statistically significant differences (p <
.05) in the mean importance scores given by the groups to the following employer attributes:
o Mentor/coaching. The mean score for Group 1 (M=3.40; SD=1.04) is significantly lower than
that of Group 2 (M=3.55; SD=1.07) and Group 3 (M=3.73; SD=.97), and the mean score for
Group 2 is significantly lower than that of Group 3.
o Sustainability. The mean score for Group 1 (M=3.12; SD=1.12) is significantly higher than
that of Group 2 (M=2.91; SD=1.02) and Group 3 (M=2.85; SD=1.06); there is no significant
difference between Group 2 and Group 3.
o Good job reference. The mean score for Group 1 (M=3.77; SD=.93) is significantly higher than
that of Group 2 (M=3.56; SD=.91) and Group 3 (M=3.56; SD=.92); there is no significant
difference between Group 2 and Group 3.
Participants’ Views of an Ideal Job
The results for the participants’ views of an ideal job are presented in Table 2. As the table shows, the
four most important job attributes include: good work-life balance (M=4.29); secure employment
(M=4.14); competitive salary (M=4.09), and good benefits (M=4.07). The least important attribute and
also the only one rated below average is relocation/international travel opportunities (M=2.53).
TABLE 2: Mean importance ratings of job attributes (n=2,097).
Job features
Mean*
SD
My ideal job offers good work/life balance.
4.29
0.868
My ideal job offers secure employment.
4.14
0.855
My ideal job offers a competitive salary.
4.09
0.912
My ideal job offers good benefits (e.g., pension, health insurance, employee physical or
mental wellness program).
4.07
0.920
My ideal job offers positive social relationships with supervisors and colleagues.
3.90
0.909
My ideal job offers flexible working conditions.
3.62
1.007
My ideal job has a positive impact on society.
3.57
1.075
My ideal job offers leadership opportunities.
3.30
1.039
My ideal job offers good possibilities for rapid promotion.
3.25
1.009
My ideal job offers challenging work.
3.23
0.948
My ideal job is in an attractive geographic location.
3.21
1.118
My ideal job offers opportunities for relocation abroad and international travel.
2.53
1.218
*calculated on a scale of 5 (1=not important at all; 5=essential)

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 69
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
One-way ANOVAs were conducted to examine the impact of work experience on the importance
ratings participants assigned to each job attribute measured. Participants were categorized into three
groups according to the number of work terms completed (Group 1: 0 work term; Group 2: 1-2 work
terms; Group 3: 3 or more work terms). The results show statistically significant differences (p < .05) in
the importance scores given by the groups to the following job attributes:
o Challenging work. The mean score for Group 1 (M=3.03; SD=.97) is significantly lower than
that of Group 2 (M=3.28; SD=.91) and Group 3 (M=3.32; SD=.94); there is no significant
difference between Group 2 and Group 3.
o Attractive geographic location. The mean score for Group 1 (M=3.0; SD=1.16) is significantly
lower than that of Group 2 (M=3.23; SD=1.09) and Group 3 (M=3.33; SD=1.09); there is no
significant difference between Group 2 and Group 3.
o Competitive salary. The mean score for Group 1 (M=3.96; SD=.96) is significantly lower than
that of Group 2 (M=4.10; SD=.92) and Group 3 (M=4.17; SD=.87); there is no significant
difference between Group 2 and Group 3.
DISCUSSION
The above results feature several points that warrant discussion. First, Gen Z places the highest
importance on employers who offer professional training and development. This agrees with previous
research, which found Gen Z consider training and skills development a critical factor in selecting and
committing to a workplace (Goh & Lee, 2018). This is not surprising since Gen Z is new to the workplace
and still in the process of acquiring work-related competencies. They thus understandably demonstrate
a strong tendency to favor continuous learning opportunities (Reddy & Dawlinmaria, 2020).
Second, Gen Z assigns top priority to jobs with good work-life balance. This finding resonates with
several previous empirical studies, which consistently found work-life balance a strong determinant of
Gen Z’s selection of a workplace (Donald, 2022; Moltz, 2019). The independent nature of this young
cohort may explain this preference (Walczak, 2018).
Third, job security is also of critical importance to Gen Z. It is ranked only after work-life balance and
higher than all other job attributes including compensation. This result is consistent with some previous
work (e.g., Lanier, 2017), and may be attributed to the economic uncertainty that features the historical
period in which Gen Z was born and grows up. Critical events such as the great recession or COVID-19
caused a scarcity in desirable jobs, making job seekers (Gen Z inclusive) prioritize securing a job over
many other factors, including even pay and benefits (Kalleberg & von Watcher, 2017).
Unlike a common observation in the literature (Leslie et al., 2021), Gen Z in this study did not consider
social impact a highly important characteristic of an ideal workplace. Commitment to sustainability was
ranked nearly last in importance among seven employer attributes, and positive social impact was
ranked seventh among 12 job attributes. According to Gerhardt, et al. (2021), this may not necessarily
mean Gen Z does not value organization’s social responsibility, but may simply be because they do not
have sufficient skills and knowledge yet to ascertain whether an organization is socially responsible.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 70
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
They may thus prioritize more clear-cut values (e.g., job security, salary) in forming their perception of
an ideal job or employer.
Finally, the results show that WIL experience may shape Gen Z’s work values, but the link is relatively
modest. Specifically, students, regardless of work term experiences, reported similar importance scores
on most job and employer attributes. Notably, the top-ranked attributes such as training and
development, work-life balance, and employment security appear equally important to all student
groups. Regarding the attributes where importance scores are different, students with work term
experience are found to value salary and challenging work more than those without work term
experience. This may reflect experienced students’ awareness of their improved employability gained
from the completed work terms, and at the same time their readiness to contribute to organizations in
return for their higher demand for compensation. Meanwhile, experienced students gave a lower mean
importance score to employer’s sustainability than did those without work term experience. Once again,
this may not mean experienced Gen Z assign less value to the social responsibility of an organization,
but may rather be due to their realization that this attribute is not as easily available in a workplace as
they initially expect.
If this is the case, the value of WIL in helping students know what they can realistically look forward to
in the workplace can be established. Another point worthy of attention: the more work experience
students gain, the more important they find mentorship/coaching at work. The critical role of workplace
supervisors has been consistently emphasized in theory (e.g., Martin et al., 2019), and WIL experience,
as this result suggests, seems to be an effective tool to help students recognize this in practice. Last but
not least, most differences are found between students with no work term experience and those with
any work experience; students completing 1-2 work terms do not differ from those completing 3 or more
work terms across almost all work values. All these considered, WIL generally does not seem to change
the core work values Gen Z holds, but even one work term would suffice to help students be more ready
for challenging work, expect higher compensation, have a more realistic view of what they may expect
and realize the importance of mentorship in the workplace. This is in line with a common finding in the
wider literature that work experience is a predictor of career interest (Wang & Wanberg, 2017), but
sheds light on the particular ways in which WIL experience would affect students’ work-related
perspectives.
Leveraging these findings, WIL educators may want to engage with host organizations who can offer
jobs and work environments that are conducive to Gen Z’s work values and experience; and employers
may also update their recruitment and human resource management strategies to better hire and retain
Gen Z.
This study was conducted on students from one university, so the findings may not be generalizable to
the wider Gen Z population. Besides, confounding variables that may mediate the relationship between
work experience and workplace preferences (e.g., career self-efficacy), were not considered. The
research, finally, is quantitative. leaving the reasons underlying its findings unaccounted for. Further
research conducted in other contexts, considering more variables, and collecting also qualitative data,
is therefore recommended to complement the findings of this study.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 71
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
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Acheampong, N. A. A. (2021). Rewards preferences of the youngest generation: Attracting, recruiting, and retaining generation
Z into public sector organizations. Compensation & Benefits Review, 53(2), 75-97.
Aggarwal, A., Sadhna, P., Gupta, S., Mittal, A., & Rastogi, S. (2020). Gen Z entering the workforce: Restructuring HR policies
and practices for fostering the task performance and organizational commitment. Journal of Public Affairs, 1-18. Doi:
10.1002/pa.2535
Carless, S. A. (2005). Person-job fit versus person-organization fit as predictors of organizational attraction and job acceptance
intentions: a longitudinal study. Journal of Occupational and Organizational Psychology, 78(3), 257-276. Doi:
10.1348/096317905x25995.
Donald, G. (2022, December 7-8). 20,000 voices: how Gen Z students view employers and career now [Conference presentation].
Future Workforce Virtual Conference.
Gerhardt, T., Wallis, A., & Crouch, F. (2021). A critical analysis of multi-logical synergies. In T. Gerhardt & J. A. Annon (Eds.),
Applications of work integrated learning among Gen Z and Y students (pp. 137-165). IGI Global.
Goh, E., & Lee, C. (2018). A workforce to be reckoned with: The emerging pivotal Generation Z hospitality workforce.
International Journal of Hospitality Management, 73(2018), 20-28.
Kalleberg, A. L., & von Watcher, T. M. (2017). The U.S. labour market during and after the great recession: Continuities and
transformations. RSF: The Russell Sage Foundation Journal of the Social Sciences, 3(3), 1-19.
https://doi.org/10.7758/rsf.2017.3.3.01
Lanier, K. (2017). 5 things HR professionals need to know about Generation Z: Thought leaders share their views on the HR
profession and its direction for the future. Strategic HR Review, 16(6), 288-290. https://doi.org/10.1108/SHR-08-2017-0051.
Leslie, B., Anderson, C., Bickham, C., Horman, J., Overly, A., Gentry, C., Callahan, C., & King, J. (2021). Generation Z
perceptions of a positive work environment. Employee Responsibilities and Rights Journal, 2021(33), 171-187.
https://doi.org/10.1007/s10672-021-09366-2
Martin, A., Rees, M., Fleming, J., Zegwaard, K. E., & Vaughan, K. (2019). Work-integrated learning gone full circle: How prior
work placement experiences influenced workplace supervisors. International Journal of Work-Integrated Learning, 20(3), 229–
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McCrindle, M., & Fell, A. (2019). Understanding generation Z: Recruiting, training and leading the next generation. McCrindle
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McGaha, K. K. (2018). An interpretive phenomenological study of America’s emerging workforce (ProQuest number: 10974750)
[Doctoral dissertation, University of Phoenix). ProQuest LLC.
Moltz, M. C. (2019). Work-life balance and national context in attraction to public employment. International Journal of Public
Administration, 42(4), 334-344. Doi:10.1080/
01900692.2018.1463247
Reddy, A. S., & Dawlinmaria, P. J. (2020). A study on expectation gaps among generation Z employees and its impact on job
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Rounds, J., & Jin, J. (2013). Nature, importance, and assessment of needs and values. In S. D. Brown & R. W. Lent (Eds.), Career
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Statistics Canada (2022, April 27). A generational portrait of Canada’s aging population from the 2021 census.
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Walczak, R. (2018, September 6-8). Study of young generation expectations regarding terms of employment based on a survey conducted
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Wang, M., & Wanberg, C. R. (2017). 100 years of applied psychology research on individual careers: From career management
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Warner, R. P., Sibthorp, J., Povilaitis, V., & Taylor, J. M. (2023). Clarifying work values through seasonal employment: An
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Waterwall, B., Chullen, C. L., Barber, D., & Adeyemi-Bello, T. (2022). The roles of experience and gender in shaping work
values. Higher Education, Skills, and Work-Based Learning. Doi: 10.1108/HESWBL-03-2022-0078.

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 72
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
An inclusive approach to developing student
journalists’ employability
FAITH VALENCIA-FORRESTER
Charles Sturt University, Bathurst, Australia
INTRODUCTION
In the complex landscape of employability and graduate skills, both advocates and employers are
beginning to understand and appreciate the value of including differently-abled employees in the
journalism and media workforce. The journalism and media workforce must be knowledgeable and
equipped to report on a diversity of topics, especially disability, and should reflect the diversity of the
communities they serve (Ellis, 2016; Lück et al., 2022). Disabled journalists are, therefore, uniquely
positioned to make substantial contributions to the journalism and media workforce through their
knowledge and connections within different aspects of the disability community (Ellis, 2016; Jones,
2014). However, despite this growing awareness of the benefits to workplaces, individuals and to public
knowledge of hiring journalists with a diversity of ability, disabled journalists have discussed facing
ongoing challenges with employment opportunities with minimal progress to equitable employment
observed (Page, 2022; Keefer & Smith, 1993). Similarly, journalism students with a disability continue
to experience barriers to their education (al-Najar, 2022). In producing a future-focused journalism
workforce that better represents communities and their needs, higher education institutions must also
ensure that students with disability are supported to succeed in their education and are well-prepared
for the workforce (Bell et al., 2021; Harvey et al., 2017; Keen & Eady, 2022; Itano-Boase et al., 2021; Pham
et al., 2018).
DESIGNING INCLUSIVE WORK-INTEGRATED LEARNING
When WIL is university-led, all students, regardless of ability or background, can access a quality WIL
experience (Valencia-Forrester, 2020). This does not necessarily mean sacrificing industry partnerships,
which are essential to quality WIL (Orrell, 2011), but university-led WIL ensures that learning takes
place in a supportive environment where additional social and welfare services are readily available
and where students have access to academic staff who have an understanding of their needs, strengths
and weaknesses. This is crucial given support, both directly and indirectly, is a ‘key determinant’ of
quality learning in WIL (Billett, 2002). Within a university-led WIL model, students gain practical
experience in accessible environments and have a safety net to develop skills, make mistakes
professionally, and learn from them.
The relationships between stakeholders also need to be sustainable through reciprocity,
communication, and engagement (Lubell & Scholz, 2001). Consideration needs to include staffing
pressures and workloads to ensure all aspects of WIL are suitably supported (Wenham et al., 2020). The
final feature of inclusive WIL is acknowledging and enhancing student agency. Billett (2011, 2002)
advocates for the importance of ‘affordances’ in workplaces for quality WIL but suggests that this is

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‘one side of the reciprocal processes of participation and learning’ with the other being agency (Billett,
2002, p. 29). While inclusive WIL requires agentic subjects, WIL practitioners can foster agency by using
student-centered pedagogies, allowing for a diversity of learning styles and building students’
confidence through scaffolding skill development, thereby enhancing access to and outcomes from WIL,
particularly for students with a disability or other marginalized students.
Thus, this research sought to develop a model of inclusive WIL for journalism students. Based on the
review of literature and a series of case studies and interviews with students, inclusive WIL for
developing employability is defined as:
• an authentic practical experience;
• available to all students;
• facilitated by the university;
• led by academic staff; and
• incorporating industry, and or community partners;
Where students:
• critically engage with the practice of work;
• receive specialist training;
• reflectively debrief about that experience; and
• emerge with evidence of the experience to demonstrate to future employers.
Based on these criteria, Flipped WIL was developed as a model of inclusive WIL in journalism
education.
METHODOLOGY
This research takes a collective case study or multi-case approach to exploring Flipped WIL as an
inclusive model of WIL in journalism education. The case studies took place between 2014 and 2018,
and follow a cohort of undergraduate journalism students through a scaffolded series of Flipped WIL
courses. Compared with a single case study, collective case studies are considered more effective for
claiming generalizability and theory-building (Creswell & Poth, 2017;Yin, 2017). Yin (2017) refers to the
process as ‘replication logic’ in that multiple cases allow a researcher to confirm or disprove the
inferences drawn from previous case studies and thereby produce more reliable models.
The research design also incorporated Participatory Action Research (PAR) which is understood here
as “a process of systematic reflection, enquiry and action about [the researchers] professional practices’
that ‘sets out to undertake investigations that are socially responsible, politically informed and
committed to praxis and social change” (Bellany, 2012, p. 12). Importantly PAR recognizes the person
doing the study is also part of the group under observation (Norton, 2018). Further, authority over and
execution of the research is a highly collaborative process between researchers and the members of the
organization under study (Greenwood et al., 1993). Over 75 interviews took place over the course of the
project. 46 interviews were conducted with students with disability, eight with students now working
as journalists, 15 with industry personnel and a further eight with academic staff. This research was

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conducted in accordance with the National Statement on Ethical Conduct in Human Research,
university protocol HUM/13/14/HREC.
CASE STUDY – INCLUSIVE WIL FOR JOURNALISM EDUCATION
Background
The more specific literature on WIL in journalism education has also highlighted problems in terms of
access and equity. Internships are the predominant approach to WIL in journalism education (Bromley
et al., 2012), with Skinner et al. (2001) arguing that the number of internships provided has even been a
key indicators of the success of a journalism school. Despite their popularity, there is great variability
in the student experiences of internships (Forde & Meadows, 2011). Thomas and Goc (2004, p. 154)
describe a highly regarded journalism course with a quota for internships, reserved for the “the best
students’ as “the industry does not see itself as a training ground” but “as a place for talented journalism
students, almost ready for the workforce, to gain invaluable experience” (Thomas & Goc, 2004, p. 154).
The implications for this approach to internships is highlighted by Mabweazara and Taylor (2012). The
differences in experiences are critical because “students are unlikely to be able to progress into the
profession without a minimum amount of work experiences” (Mabweazara & Taylor, 2012, p. 127).
Flipped Work-Integrated Learning
Flipped WIL as a model for inclusive WIL in journalism education was refined through several case
studies conducted over three scaffolded courses that were offered to undergraduate journalism students
over five years from 2013 to 2018. The courses were Radio Journalism, Television Journalism and News
Production with each course building on skills developed in the previous unit, culminating in News
Production as a capstone course. Each of the units involve university-led student learning occurring
through students working as and alongside industry in a specially configured, accessible, on-campus
multimedia newsroom. The industry-experienced academic staff ensured each student’s accessibility
requirements were accommodated within the newsroom. For example, students unable to attend
campus due to their disability were treated as journalists in the field and asked to file stories remotely.
They had stories published, gained practical skills and were still able to participate in newsroom
activities such as pitching stories. Other students with disability were able to strategies with the
industry academics about how they could best ‘work’ while accommodating their accessibility
requirements within the newsroom. At the core of the model is a student-centered approach to
designing WIL experiences while simultaneously strengthening collaboration between “the WIL
tripartite partnership of employer, academic staff, and student” (Martin et al., 2012, p. 24). Importantly,
its focus is on inclusion and ensuring all students have equitable access to a quality WIL experience to
improve their employability prospects.
A second-year subject, the Radio Journalism course was re-designed as the first in a scaffolded model
of Flipped WIL. A critical aspect of this re-design was the establishment of an accessible, purpose-built
multi-media newsroom space on campus. This allowed students to work within a professional
newsroom environment with industry-standard technology and is a critical aspect of providing on-
campus WIL. It was in Radio Journalism where students first began establishing their professional

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
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University of Waterloo, Ontario, Canada
identities. The second scaffolded Flipped WIL course was Television Journalism, a third-year subject
that built on the audio production skills and program and live content delivery processes explored in
Radio Journalism. Theoretically, Television Journalism also included teaching students critical thinking
and lateral problem-solving but this time in a television broadcast environment. It also incorporated the
live component of authentic practice that forms a key aspect of Flipped WIL. The final scaffolded course
of Flipped WIL was News Production. The course was designed as a capstone unit (Cullen, 2017) where
students would bring their knowledge together to begin solidifying their professional identities as
journalists. The fact that the course was one of the last students would complete before graduation
framed teaching from the outset.
DISCUSSION
Three key themes emerged from the evaluation and reflections on the Flipped WIL program that prove
the efficacy and relevance of the courses, despite their departure from traditional models of WIL in
journalism education. These key areas each related to different aspects of employability and were the
students’ critical engagement, developing their professional identities, and the authenticity of the
experiences.
Critical Engagement
The aim of these courses was not only to equip all enrolled students with practical skills but also to
develop their critical capacities about journalism. This critical engagement represents a broader view
on employability than is encapsulated by a focus on “short-term specific employment outcomes”,
instead representing a more holistic focus on “reflectiveness and lifelong learning” as aspects of
employability alongside professional skills (Bridgstock, 2009, p. 34). A key benefit of a university-led
WIL model is that reflexive engagement can be ongoing and dynamic through the experiential learning
rather than as a discrete/singular stage at the end of a WIL experience (Kolb, 2014).
This intertwining of the theoretical with the practical was central to the Flipped WIL approach. As
highlighted in the literature on the changing nature of the media, journalists are increasingly expected
to operate solo and take responsibility for all aspects of production (Rottwilm, 2014). More than just
using equipment and software, students were also obtaining deeper levels of critical engagement and
understanding because they were constantly being challenged about what they did and why they did
it.
Professional Identity
Developing professional identity through both a published portfolio of work and students viewing
themselves as ‘real journalists’ emerged as a further valuable element of Flipped WIL. Within the
Flipped Model, a portfolio of published work was assembled via assessment items completed in each
of the scaffolded classes. Producing real content for a live audience was seen as essential by industry
interviewees, who lamented that so much of journalism education resulted in students producing
stories that were not for a real audience. As one asserted, they need to both ‘think about’ and ‘interact
with’ real audiences to learn to produce quality content.

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Authenticity
Finally, authenticity emerged as a further critical aspect of Flipped WIL. Despite the university-led
nature of the program, all students were provided with experiences that were seen as authentic by both
students and industry. The public broadcasting and publishing of the students’ content was an
important element of this. Indeed, the lack of publishing in WIL journalism programs was an issue
raised by industry interviewees. One observed “For reporting to be worthwhile it has to be real.
Therefore you have to have a real audience. You actually need to publish”. Similar comments were
made by another industry interviewee who bluntly stated that unless students have had some
experience in a real newsroom, they will find industry ‘confronting’ as a new graduate.
CONCLUSION
In a profession that continues to struggle with inclusion and representation, inclusive education and
WIL opportunities for journalism students with disability is a critical step in progressing the profession.
Against this backdrop, a case study of university-led, on-campus WIL was developed that centered on
inclusion and access for all students, including and particularly those that identified as having a
disability. Flipped WIL represents a scaffolded model of university-led WIL that incorporates a
contemporary, accessible, newsroom media center model, accessible to all on-campus students are
afforded the widest possible range of experiences to publish timely authentic news and current affairs
on a variety of public-facing multimedia platforms. The development and implementation of Flipped
WIL clearly demonstrated that it is possible to design an inclusive WIL-driven course while maintaining
a grounded, industry-focused approach to teaching with employability as a key outcome.
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Leveraging work-integrated learning to develop
complex problem-solving skills: An innovative
four quadrant model
PB VENKATARAMAN
G SUNDAR
Birla Institute of Technology & Science Pilani, Rajasthan, India
INTRODUCTION
The importance of the ability to solve complex problems must not be understated. The Global Skills Gap
report of Quacquarelli Symonds (QS) identifies problem-solving as the most important and least
satisfactory skill among graduates across the globe (QS, 2018). Accreditation Board for Engineering and
Technology (ABET) lists solving complex engineering problems as the first learning outcome for the
Baccalaureate, Master’s, and Integrated Baccalaureate-Master’s programs (ABET, 2021). Problem-
solving is identified as one of the focus areas of study in domain-based education research (Susan et al.,
2012).
Literature on problem-solving is abundant in which, select scholars such as Jonassen, and Johannes
Strobel have dealt with models of problem-solving. Inspired by their work, this paper presents a simple
yet novel four-quadrant matrix integrating problem types and solution prospects. Each quadrant is
analyzed with respect to epistemic, pedagogical and instructional aspects. The discussions suggest work
integrated learning to be the preferred instructional model to build complex problem-solving skills in
learners.
LITERATURE REVIEW
An all-in title search in Google Scholar for the keyword “problem-solving” returned over 100,000
results. After multiple iterations and Booleans, the search was limited to “workplace problem-solving”
at the title level, which returned 65 results. An abstract level review of all articles returned 24, which
were subjected to detailed review. The following articles were found to deal with problems, problem-
solving models, and assessment of the skill:
Inspired by the research work in Table 1, a novel four-quadrant matrix was built integrating problem
types and solution prospects.

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TABLE 1: List of articles dealing with problem types, models, and assessments
#
Title
Focus
Reference
1
Instructional design models for well-structured and ill-
structured problem-solving learning outcomes
Modeling
(Jonassen, 1997)
2
Complex problem solving in a workplace setting
Taxonomy, Solving
Methods
(Middleton, 2002)
3
Predictors of well-structured and ill-structured problem solving
in an astronomy simulation
Solving methods of well,
ill-structured problems
(Shin et al., 2003)
4
Expertise in real world contexts
Five-stage
phenomenological
model of skill
acquisition
(Dreyfus & Dreyfus,
2007)
5
Understanding managerial problem-solving, knowledge use
and information processing: Investigating stages from school to
the workplace
Stages of problem-
solving
(Arts et al., 2006)
6
Learning to Solve Complex Scientific Problems
A comprehensive
collection of articles
(Jonassen, 2007)
7
Developing valid assessment methods and scoring rubrics to
measure ill-structured problem-solving performance
Rubrics to measure ill-
structured problems
(Ge et al., 2011)
8
Compound Problem Solving: Insights from the Workplace for
Engineering Education
Structure/class of
workplace problems and
associated models of
expertise.
(Strobel & Pan, 2011)
9
Researching the engineering theory-practice divide in industrial
problem solving
Application of theory in
practice
(Wolff, 2018)
10
Effective Assessment of Workplace Problem-Solving in Higher
Education
Rubrics to assess
problem-solving
(Danaher &
Schoepp, 2020)
RESEARCH METHODOLOGY
The objective is to identify the appropriate pedagogical and instructional strategies for problem-solving
based on their epistemic underpinnings. The research questions considered are:
1. How do problems and their solutions interact?
2. What is the epistemological basis?
3. How does the context change the pedagogical strategies in teaching problem-solving?
4. Which is the most appropriate educational approach to build problem-solving skills?
A conceptual research methodology was adopted, wherein the research is conducted by observing and
analyzing already present information on a given topic. Such a conceptual research model should be
based on a validated and accepted theory in the field to ensure the best possible stability and
generalizability of the results and the objective of the explanatory model should be to understand the
properties and their impact (Ruff & Woschank, 2022).

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Problems and Solutioning:
Theoretical foundations
While there are variants in defining problem, the one which is more appropriate for the engineering
discipline is proposed. According to this approach we define the problem as “a prediction-error in the
problem space,” and solutioning, as “the process of minimizing this error.” Adapting Newell and
Simon’s theory (Newell & Simon, 1972) and assimilating it with information processing theory (Simon,
1978), this idea is represented schematically as follows:
FIGURE 1: Schematic representation of problem and solutioning
A process is designed to transform an initial state [i] to a targeted end-state [p]. However, when the
actual end-state [e] diverges from the prediction [p], the resulting error is termed as ‘problem.’
Solutioning is any and all responses [r] to minimizing this error.
However, this explanation becomes inadequate as the problem gets complex, where the referenced end-
state stands ill-defined and thus the prediction-error/ problem. A system with no defined reference
point and a set of interdependent variables is not very useful for prediction/ interpretation. This is why
it is challenging to build problem-solving skills in organizational contexts.
Four-quadrant model
Under the above constraints, the system is best understood by studying its state while varying the select
variables. A similar approach is suggested by researchers studying problem-solving (Greeno, 1997),
(Jonassen, 2007) who propose distinguishing the problems by their types and aligning the solutioning
with them. This essentially means, reconstructing the model for each problem type and redrawing the

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solution paths. In other words, constructing a model that depicts the interactions of the problems and
their solutions. The proposed four-quadrant model does precisely that.
Problem types: Distinguishing problems as well-defined and ill-defined is well documented in the
domain-based education research (Susan et al., 2012). In the well-defined problems, the initial
conditions, the goal, the means for generating and evaluating the solution, and the constraints on the
solution are all clearly specified. On the other hand, ill-defined problems possess conflicting goals,
multiple solution methods, non-engineering success standards and constraints, unanticipated problems
and multiple forms of problem representation (Božić et al., 2014).
Solution types: While there are alternate ways of defining solutions based on problem space (mental
representation), and manipulations of it (Newell, 1980), for the current context it is distinguished based
on the prospect of finding the solution. In simple terms, a high prospect means a higher chance that it
will solve the problem.
While the problem and solution types are depicted as discrete states, they form, in fact, a continuum.
The interaction between the problem and solution types result in four quadrants each representing a
particular context. Their features are distinct, which have been discussed at an epistemic, pedagogical
and instructional level. The following sections discuss them in detail.
FIGURE 2: Four-quadrant matrix representing academic aspects
DISCUSSION
The four quadrants have been analyzed based on epistemic, pedagogical and the instructional methods
that suit the context.
Quadrant 1: is meant for problems that are well-defined and a solution is prospective. This is the most
popular type of problem and the solution has been well tested successfully. Thus, there is sufficient and

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structured knowledge available, which can be well documented and communicated explicitly. The user
problems solved by the call-centers fall into this category.
These problems have a single solution, which can be achieved through a set of defined steps. The
relationship between the problem and its solution is similar to a stimulus and response. Thus,
epistemologically it can be stated to be rooted in behaviorism.
Miller and Seller, 1990 note that this view of learning influenced a transmission pedagogy in education
in which curricula knowledge is held by the expert teacher who passes on (or transmits) this knowledge
to the student; analogous to pouring knowledge into the ‘empty vessel’ of the student’s mind.
The explicitness of the knowledge and the solution enable development of standardized processes and
procedures, which can be communicated to the novices by the experts at scale. Direct instruction is the
most popular method adopted to transmit this type of problem-solving skill, which is widely found in
academic institutions and organizations for training apprentices.
Quadrant 2: is the one where the problem is well-defined but the solution prospect is limited. This means,
solution needs to be explored and is likely to be found however, it may require effort and an
understanding of the system. The problems in the utilities that require a service technician to solve fall
under this category.
The solution to this type of problem usually require deductive reasoning, which in turn demands the
construction of a mental model of the system based on the observation and prior knowledge. The
epistemological view of such a knowledge is constructivism, which is, knowledge constructed in the
mind through an interplay between what we currently understand and from what we subsequently
experience in our encounters with the world around us (Boyd, 1994, Nussbaum, 2007).
The pedagogical strategy for constructivistic knowledge needs to offer suitable experiences to construct
one’s mental model, a problem space to make objective observations and an opportunity to integrate
both of them. While there is more than one way to secure such knowledge, experiential learning is
generally considered to be effective. It is the learning one obtains by reflecting on the experience.
Vocational/professional education focusing on technical problem solving offers the learners to experience
systems in a controlled environment before exposing them to direct observations in real-life. Nursing
practice is a classic example of this.
Quadrant 3: is where the problem is ill-defined but there are prospective solutions which have been used
in similar cases elsewhere. The problem is elusive, can have more than one solution, and the path of
finding it is unlikely to be explicit. Most organizational problems are of this type.
In an organizational context the learning occurs within a social context (Wertsch, 2004) and the new
information is obtained by individuals by constructing knowledge through their interaction with and
influence from their social environment. Such an epistemological model is considered as socio-
constructivism (Vygotsky, 1978).
Learning in the workplace is influenced by the often unpredictable, authentic, situated activities that
students must adapt to, which is quite different to the learning in a formal education setting in which

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students adapt to pre-determined, simulated activities (Hodges et al., 2014). The most appropriate
pedagogical strategy for such a context is situated learning, which is defined as a broad collection of work
that shares an emphasis on the importance of context in acquiring knowledge and skill (Lave & Wenger,
1991)
Collaborative learning is considered to be a suitable instructional method for Situated learning. The
research conducted to examine the effect of collaboration on problem solving supports the hypothesis
that a collaborative learning environment is well suited for problem-solving tasks. In several case
studies conducted to analyze the impact of a collaborative environment on problem solving,
collaboration was found to improve performance on complex or higher order thinking activities (Chang,
1991; Johnson & Chung, 1999; Mergendoller et al., 2000).
Quadrant 4: signifies problems that are ill-defined and have limited solution prospects. These are novel
problems, which have not been tackled in the past. The most recent example is COVID treatment before
the mechanism of the virus was understood. Such problems can be defined in more than way and some
of them even conflicting with the other. Global warming, economic disruptions, international conflicts
etc., are some of the examples. This makes the solution less prospective.
Evidence-based enquiry is accepted to be a suitable method to resolve such vested problems and
empiricism to be the epistemological belief that supports this. According to this view, the only way to
know if a claim is true is to observe it directly or indirectly through empirical evidence. Empirical
evidence is information that is acquired through observation or experimentation and can be verified or
falsified by others.
The pedagogical strategy that supports this scientific method is inquiry-based learning, where students
learn through exploration and application of scientific reasoning. It is among the most effective methods
for acquiring conceptual knowledge (Kollöffel & de Jong, 2013), which in turn is employed to explain
the observation or predict the outcomes. Work-integrated learning as model can provide such an
opportunity to the learners to integrate theoretical concepts with observations in practice.
Building Problem-Solving Skills
Based on the epistemic and pedagogical needs, the four-quadrant model suggests the preferred
instructional strategies for each type of problem-solving namely, direct instruction, experiential
learning, collaborative learning and work integrated learning. Each one of them require a context, a
structure and a mentor as a part of the pedagogical setting for an effective skill acquisition.
While there are multiple instructional practices in vogue, work integrated learning is favored by both
researchers and practitioners because of its setting, wherein learners use relevant work-based
experiences to integrate theory with the meaningful practice of work as an intentional component of the
curriculum (Zegwaard et al., 2023). Such a setting assimilates the structure of a formal classroom and
the context of the workplace allowing the learners to juxtapose theory and practice, which is found to
be one of the facilitators of integration (Barber, 2020). This view is endorsed by education researchers
(Oliaro et al., 1998; Keeling, 2004), academic committees (Skorton & Bear, 2018), policy makers (U.S.

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Department of Labor, 1991), and leading educational institutions (AAC&U, 2002), (AAC&U, 2007)
(ACPA, 1996).
CONCLUSION
Problem-solving is a key learning outcome in professional education. Based on the research on problem-
solving we constructed a four-quadrant matrix integrating problem types and solution prospects. The
resulting positions were analyzed at the epistemic, pedagogical and instructional levels. The discussions
suggest work integrated learning to be a preferred model for building problem-solving skills across the
problem types. This finding was found to be in alignment with the reports of respected academic
committees and leading educational institutions. This four-quadrant model offers a new understanding
of problem-solving, which can advise academic institutions and organizations to review their
instructional strategies. The model has two key limitations: (a) it represents problems and solutioning
as discrete states, which is far from the reality, and (b) it is still a conceptual model, which needs to be
empirically validated.
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Keeling, R. P. (2004). Learning Reconsidered: A Campus-wide Focus on the Student Experience. Available at:
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Work-integrated learning for inclusion of individuals
with disabilities in Malaysia
CHU SHI WEI
University of Nottingham, Semenyih, Malaysia
INTRODUCTION
Inclusion of individuals with disabilities in the workplace has its challenges in developing economies.
In line with the United Nations Sustainable Development Goal 10 Reduced Inequalities, the Malaysian
government has introduced the policy that 1% of employees should consist of persons with disabilities
(Mohd Hashim, 2010). Employment of individuals with disabilities in the public sector has seen an
improvement since the Service Circular No 3 of 2008 has been initiated to implement the 1% Policy on
Employment Opportunities for persons with disabilities in the public sector (Islam, 2015). However,
there is still a gap in successful transition from school to work among persons with disabilities. The
purpose of this study is to investigate the innovative best practices in work-integrated learning for
transitioning from school to inclusive employment.
The Human Rights Commission of Malaysia (2004) in its report of the roundtable discussion on the
Convention on the rights of the child stated that there is a need for development of “practical and
prevocational training during primary and secondary education for persons with disabilities, more
vocational training institutes for students after completing secondary education and up-to-date skills to
be thought to students with disabilities.” This proceeding supports the premise of introducing
supported employment as a training option to students with disabilities who are sent for community-
based work experiences in school as they would learn in-demand skills in school.
METHODOLOGY
This is a case study in the Malaysian context to obtain a holistic view of work-integrated learning for
individuals with disabilities. The design of this study is qualitative research, using case study to obtain
a holistic and in depth understanding of the phenomenon of interest (Merriam, 1998). Case study is a
comprehensive study of instances of a phenomenon in its natural context from the perspective of the
participants involved in the phenomenon (Gall, Gall & Borg, 2003). The researcher collected data from
the natural setting in schools, non-governmental organizations, sheltered workshops and companies.
The case study provides a deeper understanding of the processes of events, projects and programs and
is used to discover context characteristics that will shed light on a particular issue (Merriam, 1998).
Sixteen participants were interviewed in the study, comprising of three government officials from
Special Education Division, Department of Labour and Social Welfare, three teachers who are Special
Educational Needs Coordinators, two employers in the retail and restaurant sectors, job coaches and
two employees identified with intellectual disabilities. Participants were recruited through convenience
sampling. The criteria for selection is based on the participants expertise and having at least 3 years

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experience in the program. Observations of participants in their workplaces and schools were
conducted.
Interviews
Data collected from interviews with the participants provided important insights. Topics and issues
covered are specified in advance to make data collection more systematic for the participants. A pilot
test helps the researcher determine if the interview questions are appropriate for the interviewees.
Further correspondence is used when more probing questions are required to collect more in-depth
data. All respondents were informed of the purpose of the interview and verbal consent was obtained
before conducting the interview. Permission for audio recording of the interview was obtained.
Interview questions includes questions pertaining to the strategies for sustainable employment and the
experiences of the participants.
Data Validation
Triangulation is used to check the data collected from different sources to explore the innovative
strategies in creating employment for sustainability among persons with learning disabilities. The data
is verified by participants to avoid any biased influence in the data collection. The data collected from
interviews, is triangulated by identifying emerging themes from different sources. This triangulation of
methods allowed for comparison of data of similar content from different sources to confirm the validity
and reliability of the results (Creswell, 2005). Member checking is also carried out to verify the data
obtained.
The validity of a researcher’s reconstruction of the participants’ emic perspective can be confirmed by
member checking (Gall et al., 2003). Member checking is conducted by having participants review
statements made in the researcher’s analysis for accuracy (Gall et al., 2003). This is the principle strategy
used to ensure the accuracy of the findings generated by the researcher. Thematic analysis is used to
analyze the interview data by forming codes and themes (Gall et al., 2003).
FINDINGS AND DISCUSSION
The findings of the study indicate that job coaching in supported employment or internships and social
enterprises remove barriers to employment of individuals with disabilities.
Job Coaching
Job coaching reduces attitudinal barriers for transitioning from school to employment. A special
education teacher explained that “After vocational training in school there is a need for bridging from
school to work and that is where I think job coach providing on-the-job training is important”.
Employers shared that individuals with learning disabilities are able to obtain sustainable employment
after secondary education through the job coaching strategy. Students had undergone on-the-job
training for two weeks in the company during their vocational course. After the training, students were
able to enter employment upon graduation. The school coordinator shared that:
Employers came to our school and they did an open interview. They gave training to our students
at their training center for two weeks. After the training they gave a letter to them so that with

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the letter they can apply to any hypermarket outlet all over Malaysia so they are able to work.
What we did was actually more on practical training for the students.
Students with learning disabilities who attend work-integrated learning has a job coach which provides
support. Supports include problem solving when encountering work issues. Hagner et al. (2015) found
barriers and strategies to promote inclusion lies within the workplace culture. Strategies used by job
coaches for the inclusion of individuals with disabilities in the workplace culture include employing the
use of natural supports from colleagues and supervisors.
Teachers recommended that there is a need for a mediator or a counsellor at the workplace to help them
sustain their employment. The teacher explained that:
During the first two months, I remember the teachers still go to support the students who are
working in the company which is near our school. Sometimes the students can’t communicate
well with the employers so the teachers are also a mediator between the employer and employee.
Industry-Relevant Skills
The findings indicate work-integrated learning increases access to employment. Barriers to employment
are removed when school and job-training centers incorporate work-integrated learning which equips
individuals with disabilities with industry-relevant skills and knowledge. Improvement in educational
attainment was related to higher employment quality (Chan et al., 2016). This finding supports past
research by Harvey (2001) on the importance of vocational-technical education. Individuals with
learning disabilities are equipped with work ethics, social skills, and vocational skills from the
vocational training in school which prepares them for entry into competitive employment.
The job coach is an intermediary between the employee with learning disabilities and employer who
can provide intervention if problems occur during employment. A job coach shared that:
Problems happen after they started work so we need a lot of support between disabled persons
and the employer.
Supported employment and job coaching reduces barriers in society for accessible employment. This
fosters integration and community participation and employer satisfaction (Wehman, Revell & Brooke,
2003).
Another teacher revealed that the school conducts an Attachment Program for work integrated learning.
Students are sent for practical work experience in collaboration with employers in the Hotel Industry.
The participants shared that it is important to equip the students for employment, especially in
entrepreneurship skills and technological skills. The school places emphasis on life skills training,
preparation towards employment and social skills training to equip students for employment. A
government official also pointed out that formalized work integrated training for students with learning
disabilities should be where students are able to engage in companies or industries near the school by
undergoing a practical training opportunity in an actual community-based work environment. This
finding suggests agreement with past researches that work experiences prior to completing secondary
education can equip students with relevant skills for future employment after school (Hendricks &
Wehman, 2009). Furthermore, inter-agency cooperation among educators, employers, community

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service agencies will remove barriers to employment (Abdullah, See, Tan, Rosly Othman & Ahmad
Fairuz Omar, 2013).
Job coaching to be part of work-integrated learning for individuals with disabilities is advocated by
individuals with learning disabilities. The self-advocacy movement of individuals with learning
disabilities in Malaysia has been advocating for better employment opportunities and work-integrated
learning. An individual with disability expressed:
Job coaching is good to help individuals with learning disabilities find employment and maintain
in their job. It should be set in the system of employment.
Social Enterprises
Individuals with learning disabilities who receive work-integrated training from Community-based
Rehabilitation (CBR) centers are engaged in productive economic activities such as producing hand-
woven baskets, handmade greeting cards, bookmarks and sewing hand towels to be sold in the
community to create employment for them. The findings also indicate that the social enterprises
develop the skills of the employees to enable the employees to have the opportunity for career
development. Skills are taught by staff which provide on-the-job training to the employees. Staff benefit
from supervision and support by staff to perform their jobs successfully. The data indicates that skills
training which is offered to employees for jobs which require repetitive tasks such as weaving, pasting
greeting cards and cutting name-cards contribute to the sustainability of the operation (Easterly &
McCallion, 2007). The implication of the findings is that social enterprises could include a person-
centered approach by emphasizing on employability skills and career development.
CONCLUSION
The future of work for individuals with disabilities is through coaching and mentoring, social
entrepreneurship and upskilling technological skills to reduce inequalities. Work integrated training is
emphasized in the collaborative approach in the Malaysian special education curriculum. Practical job
training, simulating or creating an actual work environment for a particular job such as washing cars,
launderette, and others can be done in the school. The students are also sent for practical work
experience in open labor market with supervision by a work supervisor. Students with disabilities are
able to successfully transition from school to employment through work-integrated training. The
program removes barriers to inclusion in the workplace by increasing access to work opportunities.
REFERENCES
Abdullah, N.L.Y., See, C.M, Tan, K.E., Rosly, O. & Ahmad Fairuz, O. (2013). School-to-work transition services for students with
disabilities in Malaysia: organisations' views on policy and practices. Journal of Research in Special Educational Needs, 13 (4),
259-271.
Brooke, V.A., Revell, G. & Wehman, P. (2009). Quality indicators for competitive employment outcomes: What special
education teachers need to know about transition planning. Teaching Exceptional Children, 41(4), 58-66.
Chan, F., Wang, C., Fitzgerald, S., Muller, V., Ditchman, N. & Menz, F. (2016). Personal, environmental, and service-delivery
determinants of employment quality for state vocational rehabilitation consumers: A multilevel analysis. Journal of
Vocational Rehabilitation, 45, 5-18.
Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative Research (2nd Ed.). United
States: Pearson Education.

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Easterly, L. & McCallion, P. (2007). Affirmative business: Examining the relevance of small business research. Journal of
Rehabilitation, 73(1), 13-21.
Gall, M.D., Gall, J.P. & Borg, W.R. (2003). Educational Research: An Introduction (7th ed.). USA: Allyn and Bacon.
Hagner, D., Dague, B. & Phillips, K. (2015). Including employees with disabilities in workplace cultures: Strategies and barriers.
Rehabilitation Counseling Bulletin, 58(4), 195-202.
Harvey, M.W. (2001). Vocational-technical education: A logical approach to dropout prevention for secondary special
education. Preventing School Failure, 45(3), 108-113.
Hendricks, D.R. & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review
and recommendations. Focus on Autism and Other Developmental Disabilities, 24(2), 77-88.
Human Rights Commission of Malaysia. (2004). Roundtable discussion on education for children with disabilities. Kuala Lumpur:
Author.
Merriam, S.B. (1998). Qualitative research and case study applications in education. California: Jossey-Bass Inc.
Mohd Hashim, N. (2010, March). Supported employment: The roles of the government, the role of department for development of persons
with disabilities. Paper presented at the New Era for Employment: Supported Employment and Job Coach for Persons with
Disabilities Seminar, Kuala Lumpur.
Islam, R.M. (2015). Rights of the people with disabilities and social exclusion in Malaysia. International Journal of Social Science
and Humanity, 5(2), 171-177.

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Insights to wellbeing challenges encountered by
students during work placement
KARSTEN E. ZEGWAARD
GAIL ADAMS-HUTCHESON
University of Waikato, New Zealand
INTRODUCTION
Wellbeing is broadly defined as the sustained state of being physically, mentally, and emotionally
healthy and happy. Wellbeing of students is receiving increasing attention across the international
higher education sector (Konstantinou et al., 2023; Pascoe et al., 2019). As early as 1996, Hattie and
colleagues argued that the changing social needs require a focus on enabling resilience (a pathway for
strengthening wellbeing) of students in primary and secondary education (Hattie et al., 1996). Higher
education students encounter additional challenges through engaging with two major life changes
during a time of limited financial capacity; a move from school learning to more self-directed learning,
and often a move from home living to more independent living (Hewitt, 2019). It is thus not surprising
that higher education students report mental health issues at a higher rate than the general population
(Neves & Hillman, 2019). The onset of the COVID-19 pandemic added considerable additional
challenges, with half the students in UK higher education reported their wellbeing was worse after the
pandemic than before, with 70% indicating they were concerned about their wellbeing (Norton, 2021).
Work placements add further stressors for students, such as the placement selection process, relocation,
new environments, employer/client expectations, work colleagues, and the reality of the consequences
of their work outcomes. Despite these significant challenges, the work-integrated learning (WIL)
literature has considerable knowledge gaps around student wellbeing (Zegwaard, 2015) with little
research undertaken to explore wellbeing of students in WIL (Zegwaard & Rowe, 2019). Some recent
research has included aspects of student wellbeing, such as linking stress during WIL to negative
impacts on wellbeing (Cormier & Drewery, 2017; Drewery et al., 2019; Drewery et al., 2016; Gillett-Swan
& Grant-Smith, 2018) and the influence of the quality of the program design on student motivation
(Drysdale & McBeath, 2014, 2018). However, there has been little research directly exploring what
stressors students encounter during WIL and their views on their personal wellbeing status during WIL
placement.
This paper here explores the stressors students encountered during their work placement and the
impact they perceive these have on their physical and mental wellbeing.
METHODS
The research was undertaken at the University of Waikato, New Zealand. In 2018, the university
restructured the curriculum framework so all undergraduate degrees must complete one compulsory

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WIL offering. Broadly, the university provides two types of WIL offerings, work placement WIL or
non-placement WIL. As the focus of this research was placement types of WIL, an analysis of the
University’s WIL offerings was undertaken to separate non-placement WIL from placement WIL
offerings. Students were then asked to complete an anonymous online survey of 20 minute duration
using Qualtrics. The survey consisted of 19 agreement statements, seven open-ended questions, and
five demographic questions. The survey was sent to students near completion of their placements, with
two reminders timed for after the work placement had finished. The survey was sent to 1,408 students,
however, due to redundancy in contact information, the true sampling size may be slightly small. The
research is ongoing, with to date 163 fully completed responses, providing a response rate of about 10%.
Given the sample size, the response rate provides confidence in the reliability of the data (Fosnacht et
al., 2017). Analysis of the data was undertaken using Qualtrics data analysis features and Microsoft
Excel. This research has approval from the university’s Human Research Ethics Committee
(HREC(Health)2022#36).
The data collection is ongoing, with data to be collected for one year (mid-2022 to mid-2023). Only data
from B Trimester (July-October, 2022) and C Trimester (November, 2022 to February, 2023) are reported
here, where B Trimester is typically a taught trimester and C Trimester the summer period with most
students on summer break or full-time work placements.
The participants were predominantly female, reflecting the dominance of the teacher education students
in the sampling cohort set (Table 1).
TABLE 1: Demographic details of the sample population.
Number of responses
163
Gender
Male
21%
Female
76%
Non-binary
1.5%
Preferred not to say
1.5%
Ethnicity
NZ European
67%
Māori (NZ Indigenous)
17%
Tongan (Polynesian)
3.5%
Indian
2.8%
Other
9.7%*
Discipline of study
Teacher education
43.5%
Engineering
22.7%
Education
13.9%
Business/management
14.7%
Other
5.2%
* Mostly British, South African, Russian, Cambodian, and Middle Eastern

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RESULTS
Students living arrangements and environment can significantly impact the students’ quality of life,
wellbeing, and stress levels. Students had diverse living arrangements during their work placement,
such as, 52% living with family, 31% flatting, 11% living as a couple, and 5% living alone, with a number
of students experiencing more than one type of living arrangement. Alternative forms of living
arrangements were also reported, such as 3% living in a hostel or back-packers, 3% ‘couch surfing’ (as
state of quasi-homelessness filled by staying with friends or relatives on a temporary basis, see Perez &
Romo, 2011), and 8% having to move house during the work placement. Two students reported living
in a hotel/motel for part of the work placement.
When asked if students had enough time for themselves, the data was mostly evenly distributed across
all Likert values (Likert 4.87, SD 3.240). Which particular stressors students encountered was also
examined, with indication of a strong sense of agreement on the source of these stresses (Table 2).
TABLE 2: Sources of stress for students while on work placement (n=142).
Stress indicator
%
Financial
94.5%
Physical health
80.5%
Student peers
75.0%
Work colleagues/supervisors
65.6%
Needing to care for a family member
64.1%
COVID-19
63.3%
State of the world
63.3%
Living away from home
62.3%
Other
12.3%*
* These included mentions of assessment, not being able to concentrate, having to work full time, flooding (in context of
the February 2023 North Island cyclone event), self-expectations.
Students reported they reduced activities during their work placement that could support positive
wellbeing, such as 59% of students reduced physical activity, 56% reduced contact with others, 45%
reduced healthy eating habits, 15% increased alcohol intake, and 10% increased smoking or vaping.
Students reported feeling neutral (neither satisfied nor dissatisfied) about their wellbeing (Likert 5.57
out of 10, where 0 = very dissatisfied and 10 = very satisfied) and their physical wellbeing (Likert 5.60).
However, students reported feeling generally positive about the future (Likert 7.13) and feeling they
were doing things worthwhile in life (Likert 7.25). Although, 13.5% felt very dissatisfied (Likert between
0 and 3 out of 10) with their wellbeing and 11% felt very dissatisfied with their physical health.
DISCUSSION
The preliminary findings indicate that students encountered significant stress challenges during work
placements. It is well established that physical wellbeing is important for supporting mental wellbeing
(Fox, 1999). While most students reported living in environments that likely provided basic needs for
physical wellbeing (living with family, flatting, as a couple), 14% of students reported disruptive living
arrangements (backpackers, couch-surfing, moving house, hotels/motels) that would likely negatively
impact on their overall wellbeing. Students indicated a wide range of stressors during work placement,

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
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University of Waterloo, Ontario, Canada
with financial stress the most common (94.5% of students). The financial stress is in part explained by
the 55% of students who undertook unpaid work placement (largely made up of students in teacher
education, where all practicums are unpaid) and the additional 30% who received alternative
remuneration less than the typical wage. Unpaid placements is a source of significant debate in the WIL
literature, with tensions around exploitation (perceived and real), lack of paid opportunities, industries
reliant on volunteerism (e.g., sports, conservation), established and accepted practice within the
discipline, and legal requirements (Hoskyn et al., 2023). Physical health, student peers, and work
colleagues were also a common source of stress. The unexpectedly common stress source of caring for
a family (64.1%) strongly suggests more students than previously thought are having to manage or
contribute towards family care (e.g., child, elderly parents, sick family members). It is possible that the
occurrence of this stressor was driven up by COVID-19, however, it warrants further investigation.
Albeit, the impact of COVID-19 on work life is declining (the data was collected June 2022 through to
March 2023), COVID-19 remains a common source of stress for students, reflecting the ongoing concern
and impact of COVID-19 in workplaces, schools, families, and the wider community.
It is common for young people to reduce healthy living habits in response to stress, for example,
reducing physical activity (Stults-Kolehmainen & Sinha, 2014) and increasing smoking and alcohol
consumption (Canadian Institute for Health, 2005). It is, therefore, concerning that the data in this
research reflected those behaviors. It is possible that students reduced physical activity during work
placement (e.g., attending a gym) in response to the physical work requirements during the work
placement. However, long term reduced contact with others and unhealthy eating habits, and increased
alcohol intake, smoking, and vaping are habits that negatively influence wellbeing and physical health
(Kim & Oh, 2017; Papadaki et al., 2018; Parackal & Parackal, 2017). Given the alignment between the
data in this research and the literature on how young people respond to stress, it suggests that many
students on work placement are encountering stress to a level to start making unhealthy living choices.
The discussion to this point has focused on negative aspects of stressors, however, not all stress result
in lasting negative consequences on wellbeing. Self-determination theory holds that successfully
overcoming challenges and stress can foster personal growth and a sense of achievement (Deci & Ryan,
2012), elements that support resilience development that is important for maintaining wellbeing. It is
the chronic presence of stress that can have lasting negative impacts on wellbeing (Moylan et al., 2013).
An indication of how well students manage stress during WIL can be seen through their overall view
of their wellbeing. Albeit all students encountered many of the stressors in Table 2 and many were
making unhealthy living choices in response to stress, student views on their wellbeing were neutral
(neither dissatisfied nor satisfied). A neutral view on their wellbeing is hardly a positive result, it does,
however, align with wider community views where, for example, recent New Zealand research found
that 49% of the community rated their wellbeing as positive (Ministry of Business Innovation and
Employment, 2022). Students also believed they were achieving things worthwhile, and they generally
felt positive about the future. This indicates that most students are able to manage the stressors
encountered during work placement with moderate success, however, the neutral view by students of
their wellbeing suggests that student may be near their limit on how much stress they can manage. It

Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady (eds)
Refereed Proceedings of the 23rd WACE World Conference on 95
Cooperative and Work-Integrated Education, 2023,
University of Waterloo, Ontario, Canada
is also important to note that not all students have the same capabilities for managing these stressors,
as indicted by the 13.5% of students who were struggling significantly with their wellbeing and show
indications that should raise considerable concern.
CONCLUSION
During work placement most students encountered many stressors and made unhealthy life choices in
response to stress that could further negatively impact their wellbeing. The data suggests, albeit, the
stressors were significant, most students were managing these stressors with moderate success.
However, the student views on their wellbeing suggests they are only just managing with the stress and
there is a cohort who were clearly not managing well. Data collection for this research is still ongoing,
however, these preliminary findings provide some insight on student and can inform university
decision making in regards of enhancing support structures for student wellbeing. Supporting
wellbeing of students in higher education is likely to be an ongoing challenge for higher education
institutions.
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Editors: Karsten E. Zegwaard, Jenny Fleming, & Michelle Eady
Refereed Proceedings of the 23rd WACE World Conference on Cooperative and Work-Integrated Education, 2023,
University of Waterloo,
Ontario, Canada
ISBN 978-1-7386618-1-7
Published by the WACE Inc, Waterloo, Canada
© WACE Inc
Available online: http://www.waceinc.org/