3 Improving Work Integrated Learning through Implementing Internship Performance
3 Improving Work Integrated Learning through Implementing Internship Performance Indicators
Rebecca Wilson-Mah
Assistant Professor
School of Tourism and Hospitality Management
Royal Roads University
Dr. Eugene Thomlinson
Assistant Professor
School of Tourism and Hospitality Management
Royal Roads University
Abstract
In applied programs, there is a growing expectation for students to be work-ready at the end of their undergraduate and graduate studies. Work integrated learning is a strategy that enmeshes applied and practical experience with academic courses to offer integrated learning and a connection between post-secondary education and the workplace. Students in tourism and hospitality programs across British Columbia were surveyed along with their internship employers to better understand their perceptions of internship programs across the province. With 46 of 93 students and 14 of 55 employers responding, the research discovered that participants are generally satisfied, with the internship programs rated at 85% above average or excellent. The ability to use skills and knowledge from the classroom in the work environment is a particularly strong aspect of internship, bridging theory, applied learning, and practice. Some areas for improvement, though, include better communication between employers, students, and supervisors, as well as broader internship opportunities. The findings also supported previous research regarding the potential disconnects between student expectations of internships and student internship performance evaluations completed by employers. The research demonstrated that internship programs continue to be an important aspect of the undergraduate and graduate learning experience and should be supported.
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Introduction
Work Integrated Learning (WIL), also referred to broadly as active learning or experiential learning, is a widely used term, where students spend time in a workplace setting that is integrated into the curriculum of a course or program. This provides a bridge between theoretical learning in the classroom and applied learning in the workplace. Examples of WIL include apprenticeships, field placements, practicums, co-ops, internships, applied research projects, and service learning (Sattler and Peters, 2012).
There is a growing expectation for students to be work-ready at the end of their undergraduate and graduate programs (Business Council of BC, 2010). In a knowledge-based global economy, post-secondary education must respond to changes in the labour market and a common concern shared by employers is that graduates are not prepared for the rigours of the work place (Business Council of BC, 2010). Employers consistently advocate for programs that equip students with skills, knowledge and attributes that enable them to successfully and consistently perform in the workplace and continue to develop through further applied learning (OCED, 2012, p.12).
As educators respond to labour market needs, including the ex