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ERIC Number: EJ1114032
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1175-2882
Are Students Who Do Not Participate in Work-Integrated Learning (WIL) Disadvantaged? Differences in Work Self-Efficacy between WIL and Non-WIL Students
Thompson, Carleen M.; Bates, Lyndel; Bates, Merrelyn
Asia-Pacific Journal of Cooperative Education, v17 n1 p9-20 2016
If work-integrated learning (WIL) improves students' work self-efficacy (WSE), are students who do not participate in WIL disadvantaged? This study answers this question by examining differences in WSE between final-year criminal justice students at Griffith University (Brisbane, Australia) who elected to undertake WIL and those who did not. Contrary to expectations, WIL students did not report higher WSE upon the completion of a work placement compared to non-WIL students. Further investigations revealed pre-existing differences between the two groups, whereby students who elected to undertake WIL had significantly lower levels of WSE prior to placement than students who chose not to undertake a placement. These students were also significantly younger and less likely to have had prior criminal justice work experience. Findings highlight the importance of offering WIL as an elective to give students with lower levels of WSE the opportunity to develop greater confidence in managing the professional workplace.
New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A