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How do students offer value to organisations through work integrated learning? A qualitative study using Social
Caitlin Kemp1,2, Louise van Herwerden2, Elizabeth Molloy3
1Monash Centre for Scholarship in Health Education, Monash University, Level 3, 27 Rainforest Walk, Clayton Campus Wellington Road, Clayton, VIC, 3800, Australia.
Advances in Health Sciences Education : Theory and Practice
|February 28, 2021
Summary
Health professional students on work-based placements offer reciprocal benefits to host organizations. Recognizing and communicating these contributions enhances workplace learning and strengthens university-community partnerships.
Area of Science:
- Health Professions Education
- Workplace Learning
- Social Exchange Theory
Background:
- Work-integrated learning (WIL) traditionally views students as recipients of experience.
- A reciprocal benefit to host organizations from student placements is often overlooked.
- Understanding student value can unlock new opportunities for organizational capacity and learning.
Purpose of the Study:
- To explore the perceived value and benefits of WIL experiences for host organizations.
- To apply Social Exchange Theory to understand the dynamics of student placements.
- To investigate contributions of dietetics students in population health placements.
Main Methods:
- An interpretive approach using qualitative data.
- Interviews with 17 placement educators.
- Document analysis of student scientific posters and assessment products.
Main Results:
- Students enhance organizational capacity and contribute tangible value.
- The benefits of student placements outweigh the costs of supervision and planning.
- Explicitly valuing student contributions fosters trust and mutual benefits.
Conclusions:
- Student placements offer significant value to host organizations.
- Communicating the reciprocity of benefits is crucial for all stakeholders.
- Social Exchange Theory provides a framework for optimizing WIL settings.
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