A scaffolding model for designing and implementing work-integrated learning experiences based on the analysis of the university and company's arrangements.
Saved in:
| Title: | A scaffolding model for designing and implementing work-integrated learning experiences based on the analysis of the university and company's arrangements. |
|---|---|
| Authors: | Díaz, Brayan1,2 (AUTHOR) badiaz@ncsu.edu, Delgado, Cesar1 (AUTHOR), Han, Kevin3 (AUTHOR), Lynch, Collin4 (AUTHOR) |
| Source: | Higher Education (00181560). Feb2026, Vol. 91 Issue 2, p781-804. 24p. |
| Subject Terms: | *Cooperative education, *STEM education, *Student engagement, *Experiential learning, *Curriculum planning, Communities of practice, Psychological safety |
| Abstract: | In response to the lack of field experience perceived by employers and recent STEM graduates, Work-Integrated Learning (WIL) arrangements have become more common. However, not all WIL experiences are valuable. Indeed, having students in companies without establishing protocols to protect their participation, meaningful interaction, and psychological safety could be counterproductive to non-traditional students. Furthermore, WIL experiences must be designed purposefully to ensure equitable learning experiences for all students. This paper applies an inductive thematic analysis of interviews with 19 current and 4 former students, interviews with current and former workers at host worksites, 76 course surveys, and a total of 15 memos collected from class and workplace observations from graduate engineering classes designed under WIL arrangements between 2017 and 2022. Using Communities of Practice (CoP), we conceptualize WIL experiences as a connection between two communities, generating a theory-based understanding of different possible types of connection, how to establish those connections, and how they contribute to student learning. Building from student experiences, vital elements to integrate workplace learning into the curriculum effectively were identified. Leveraging CoP theory concepts, we describe various modes of integrating workplace experiences into the curriculum, supporting students' increased participation in both settings and allowing them to become brokers who can transfer ideas and knowledge and acquire new skills. From this, we propose a scaffolding model to implement WIL, which enables teachers to select from among several effective strategies that adapt to students' unique contexts, prior experiences, and learning objectives. For all strategies, guidance is provided about designing WIL experiences that progressively immerse students as engaged, active participants in companies. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In response to the lack of field experience perceived by employers and recent STEM graduates, Work-Integrated Learning (WIL) arrangements have become more common. However, not all WIL experiences are valuable. Indeed, having students in companies without establishing protocols to protect their participation, meaningful interaction, and psychological safety could be counterproductive to non-traditional students. Furthermore, WIL experiences must be designed purposefully to ensure equitable learning experiences for all students. This paper applies an inductive thematic analysis of interviews with 19 current and 4 former students, interviews with current and former workers at host worksites, 76 course surveys, and a total of 15 memos collected from class and workplace observations from graduate engineering classes designed under WIL arrangements between 2017 and 2022. Using Communities of Practice (CoP), we conceptualize WIL experiences as a connection between two communities, generating a theory-based understanding of different possible types of connection, how to establish those connections, and how they contribute to student learning. Building from student experiences, vital elements to integrate workplace learning into the curriculum effectively were identified. Leveraging CoP theory concepts, we describe various modes of integrating workplace experiences into the curriculum, supporting students' increased participation in both settings and allowing them to become brokers who can transfer ideas and knowledge and acquire new skills. From this, we propose a scaffolding model to implement WIL, which enables teachers to select from among several effective strategies that adapt to students' unique contexts, prior experiences, and learning objectives. For all strategies, guidance is provided about designing WIL experiences that progressively immerse students as engaged, active participants in companies. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00181560 |
| DOI: | 10.1007/s10734-025-01442-y |
