Exploring the Sociomaterial Assemblages of Students' Wellbeing during Work-Integrated Learning
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| Title: | Exploring the Sociomaterial Assemblages of Students' Wellbeing during Work-Integrated Learning |
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| Language: | English |
| Authors: | Courtney Ann Shalavin, Bonnie Amelia Dean, Michelle J. Eady |
| Source: | International Journal of Work-Integrated Learning. 2025 26(1):9-23. |
| Availability: | 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/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Work Experience Programs, Employment Potential, Well Being, Work Environment, Interpersonal Relationship, Interpersonal Communication, Technology Integration, Peer Influence, Coping, Influences, Context Effect |
| Geographic Terms: | Australia |
| Abstract: | Work-integrated learning (WIL) is an expanding international strategy aimed at bolstering the employability of higher education students. With WIL participation on the rise, there is a growing focus on fostering wellbeing during WIL. Drawing on the sociomaterial theoretical framework actor-network theory (ANT) and the WIL Wellbeing Framework, this paper examines data from semi-structured interviews with 15 university students to explore wellbeing practices. The findings illustrate the relational nature of wellbeing, where social, textual and material relations come together to enact practices as students prepare for, encounter and acquiesce to wellbeing stressors. Students draw upon a diverse range of tools to create their own assemblages of support. Importantly, the findings highlight that students' use of university services for wellbeing are limited, with preference shown instead for peer support and personal coping strategies. This study reveals wellbeing to be constantly emerging in practice, and often enacted with little input from university support services and actors. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463477 |
| Database: | ERIC |
| Abstract: | Work-integrated learning (WIL) is an expanding international strategy aimed at bolstering the employability of higher education students. With WIL participation on the rise, there is a growing focus on fostering wellbeing during WIL. Drawing on the sociomaterial theoretical framework actor-network theory (ANT) and the WIL Wellbeing Framework, this paper examines data from semi-structured interviews with 15 university students to explore wellbeing practices. The findings illustrate the relational nature of wellbeing, where social, textual and material relations come together to enact practices as students prepare for, encounter and acquiesce to wellbeing stressors. Students draw upon a diverse range of tools to create their own assemblages of support. Importantly, the findings highlight that students' use of university services for wellbeing are limited, with preference shown instead for peer support and personal coping strategies. This study reveals wellbeing to be constantly emerging in practice, and often enacted with little input from university support services and actors. |
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