The Effectiveness of Work-Integrated Learning in Developing Student Work Skills: A Case Study of Thailand

Autor/inn/en	Khampirat, Buratin; Pop, Carver; Bandaranaike, Suniti
Titel	The Effectiveness of Work-Integrated Learning in Developing Student Work Skills: A Case Study of Thailand
Quelle	In: International Journal of Work-Integrated Learning, 20 (2019) 2, S.126-146 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2538-1032
Schlagwörter	Foreign Countries; Experiential Learning; Job Skills; Program Effectiveness; College Students; Student Attitudes; Student Motivation; Reflection; Self Esteem; Employment Qualifications; Workplace Learning; Human Capital; Knowledge Level; Comprehension; Communication Skills; Gender Differences; Competence; Thailand + Suchen Sie Ihr Suchwort? Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Produktive Fertigkeit; Collegestudent; Schülerverhalten; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Humankapital; Wissensbasis; Verstehen; Verständnis; Kommunikationsstil; Geschlechterkonflikt; Kompetenz
Abstract	Research indicates that work-integrated learning (WIL) experiences enable students to develop both generic and work skills as well as helping students identify their future academic and career directions. This study used pre- and post-survey instruments to evaluate the effectiveness of a WIL placement to develop work skills of students in different academic programs of a university in Thailand. This research was based on an Australian work skills development framework model. The analyses of the pre- and post-survey results on 584 co-op students indicated notable changes in student work skills performance after entering the workplace. The program difference in work skills is significant between the groups when ANCOVA test was applied using pretest-placement as covariates. The positive learning gains suggest that WIL enables students to acquire confidence, building work skills particularly in "initiative/motivation to engage", and attain the ability to self-reflect on whether they have contributed to improved productivity in the workplace. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01