Integration of Work Experience and Learning for International Students: From Harmony to Inequality

Autor/inn/en	Tran, Ly Thi; Soejatminah, Sri
Titel	Integration of Work Experience and Learning for International Students: From Harmony to Inequality
Quelle	In: Journal of Studies in International Education, 21 (2017) 3, S.261-277 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315316687012
Schlagwörter	Work Experience; Foreign Students; English (Second Language); Second Language Learning; Language Proficiency; Employer Attitudes; Teacher Attitudes; Student Attitudes; Program Descriptions; Vocational Education; Foreign Countries; Social Capital; Access to Education; International Education; Correlation; Profiles; Student Characteristics; Technical Education; Equal Education; Guidance; Postsecondary Education; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Employment experience; Job experience; Occupational experience; Berufserfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Arbeitgeberinteresse; Lehrerverhalten; Schülerverhalten; Ausbildung; Berufsbildung; Ausland; Sozialkapital; Education; Access; Bildung; Zugang; Bildungszugang; Internationale Erziehung; Korrelation; Charakterisierung; Profilanalyse; Technikunterricht; Beratung; Post-secondary education; Tertiäre Bildung; Australien
Abstract	The integration of work experience and learning in tertiary education is a complex issue for different stakeholders, including students, institutions, and employers. The provision of course-related work experience for international students is far more challenging as it involves issues of visa status, different cultural expectations, recognition/misrecognition of skills and experiences across cultures, English language competency, and local employers' attitudes toward international students. Even though there is a significant body of scholarly research on work-integrated learning in tertiary education, empirical research on this issue related to international students remains scarce. This article responds to a critical gap in the literature by examining the provision of course-related work experience for international students from both the teachers' and students' perspectives. It is derived from a 4-year research project funded by the Australian Research Council that includes 155 interviews with staff and international students and fieldwork from the Australian vocational education and training (VET) sector. Drawing on Bourdieu's notions of habitus and field as conceptual tools to interpret the empirical data, the research found work-integrated learning is unevenly distributed and inconsistently implemented across institutions. The article addresses the complex interplay between the student habitus and the habitus within the institutional field and the workplace field in shaping international students' work-integrated learning access and experience. Practical implications for institutions on how to improve access and experience to course-related work experience for international students are discussed in light of the findings of this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01