Tran, L.T. & Soejatminah S. (2017). Work-integrated learning for international students: From harmony to inequality. Journal of Studies in International Education. Published online ahead of print. DOI: 10.1177/1028315316687012 (original) (raw)
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Integration of Work Experience and Learning for International Students: From Harmony to Inequality
Journal of Studies in International Education, 2017
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 i...
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.
Work-integrated learning (WIL) is regarded as an important vehicle to assist students' development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu's thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular , it highlights the reciprocal relationship between students' development of vocational 'being' and personal 'being' through WIL.
Journal of Teaching and Learning for Graduate Employability, 9(1), 62–83., 2018
This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking work integrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students’ employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.
Higher Education, Skills and Work-based Learning, 2015
Purpose-The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study "package". Work-integrated learning (WIL) is seen to provide critical "employability" knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia's continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach-This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings-Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and "soft skills" development are central to success in WJL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value-This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WJL. While there is a significant body of research in the fields of international education and WJL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.
Workplace Experience of International Students in Australia
Journal of International Students, 2020
For the past three years over 400,000 international students have enrolled annually to study in higher education contexts in Australia (Australian Government, 2019). The extensiveness of international student enrolments has been equalled to Australia’s third highest export industry after coal and iron ore (Grewal & Blakkarly, 2017). Given the significance of international students it is important that Australian universities find effective and culturally-appropriate ways to support this cohort. One such area needing support is work experience as many study programs that international students undertake include compulsory or elective courses involving assessed experiences in professional contexts. Degrees such as business, education, engineering, health including nursing and psychology all require students to successfully complete workplace experiences in order to graduate. It is critical that international students are supported before, during and after workplace components of study...
Across the globe, there are increased numbers of students undertaking universitylevel study in foreign countries. Many of the programs they enroll in include a workplace experience (also known as work integrated learning, internship, and/or practicum). The Work Placement for International Student Programs (WISP) project was conducted across Australia and aimed to identify current practices related to international students' workplace experiences as well as develop resources to improve these experiences overall. This article focuses on an Australian large-scale survey (n = 252) designed to explore international students perceptions of workplace experiences. Results showed that students rated overall workplace experience highly; however, their confidence in completing assessment items where reflection and self-evaluation were required was a concern. Students also rated self-perception of employability as uncertain despite having positive experiences in the workplace context. Findings showed that there is a need for universities to better support international students in completing reflective and self-evaluative assessment. In addition, more work needs to be done to improve confidence levels of international students around employability.
Deepening industry engagement with international students through Work-Integrated Learning.
This study canvasses employer, academic, and student perspectives on the barriers experienced by international students in gaining exposure to the Western Australian workplace through Work-integrated Learning (WIL). It explores international-student participation in work placements—one example of WIL offerings—as part of their university studies. WIL is highly regarded by international students who seek to gain local experience to improve their employment prospects; it is a key consideration for study destination. WIL also holds significant benefits for industry. These potential benefits include gaining cultural insight, linguistic expertise and, potentially, deepening existing collaborative global partnerships through the placement of participating international students. Findings indicate that a relatively low proportion of international students participate in WIL compared with domestic students. Implications of employer reluctance to engage with international students extend beyond individual employability and may affect international education's status as one of Australia's largest export industries. Stakeholder strategies to alleviate barriers to international students participating in WIL are discussed.
Increasingly the health sector is facing workforce shortages which will be exacerbated by changing demographics with an aging population, and increased burden of chronic disease[1],[2],[3]. It follows that industry partners should be keen to take students on WIL placements. However, the successful integration of international students in work placements is a new and challenging area which requires investigation, if we are to understand and effectively support this growing student population. This paper is one response to addressing this significant imperative. Griffith University's School of Public Health is increasingly attracting large numbers of international students who are looking for work experience. These cohorts occupy varying health disciplines (mainly medical), and consist of students from varying nationalities, cultures and with a broad range of communication skills. Many employers express some concern in regard to the successful integration of international students...