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Work-integrated learning design for undergraduate business degrees: stakeholders' perspectives


Rooke, L and McManus, L, Work-integrated learning design for undergraduate business degrees: stakeholders' perspectives, Journal of International Business Education, 13 pp. 33-54. ISSN 1649-4946 (2018) [Refereed Article]

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NeilsonJournals Publishing 2018

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Work-integrated Learning (WIL), where the theory and practice of work are integrated through various activities in the curricula, provides several benefits to stakeholders if designed and implemented correctly. This study explored the views of undergraduate students and academics in relation to the potential implementation of a Work-integrated Learning program in the undergraduate degrees of a business school at a regional university through the lens of stakeholder theory. A total of 50 students and 24 academics participated in the study. The findings suggest students and academics hold different views to the effectiveness of on-campus and off-campus WIL activities, structure of a WIL program, importance of WIL components and the ideal number of hours of work placements to achieve work-ready knowledge and skills. These findings have implications for the development and implementation of WIL for business school educators and university policy makers.

Item Details

Item Type:Refereed Article
Keywords:learning, business, work-integrated, degrees, undergraduate, stakeholders', design, perspectives
Research Division:Education
Research Group:Education systems
Research Field:Technical, further and workplace education
Objective Division:Commercial Services and Tourism
Objective Group:Property, business support services and trade
Objective Field:Property, business support services and trade not elsewhere classified
UTAS Author:McManus, L (Professor Lisa McManus)
ID Code:131809
Year Published:2018
Deposited By:TSBE
Deposited On:2019-04-08
Last Modified:2019-08-20

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