Delivering Quality WIL Without Compromising Wellbeing: Exploring Staff and Student Wellbeing in a WIL Context Through the Lens of Organisational Health
DOI:
https://doi.org/10.5204/ssj.2812Keywords:
work integrated learning, staff satisfaction, wellbeing, WIL, organisational health, higher education leadershipAbstract
Recent scholarship has highlighted the need to be attentive to the student experience of placement-based work-integrated learning and its possible impacts on the wellbeing of student participants. The experiences of staff involved in planning, delivering and supporting work-integrated learning programs and the impact on their wellbeing have received less attention. Using data from a survey conducted at an elite Australian university, this article explores staff perspectives on, and experiences of, work-integrated learning. Through the theoretical lens of organisational health, this article proposes key contributors to ensuring quality learning outcomes for students without comprising the wellbeing of staff. These include conducting realistic workload assessments and providing staffing and allocating workload in line with these; providing appropriate training, staff recognition and reward, and employment which recognises work-integrated learning as a specialist skillset; and resourcing skilled administrative support and technological systems.
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Copyright (c) 2023 Deanna Grant-Smith, Alicia Feldman
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.