Dignity during work-integrated learning

what does it mean for supervisors and students?

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors’ wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, supervisors and students from 6 disciplines participated in 7 groups and 58 individual semi-structured interviews. Participants were asked to describe their understandings of workplace dignity and data were analysed using team-based framework analysis. Four themes were identified: (1) participants' difficulties articulating dignity; (2) concepts used to define dignity; (3) the valence of conceptualisations; and (4) the levels to which dignity were conceptualised. Both students and supervisors need to work together to better understand what dignity is as the crucial first step toward maximising dignity during WIL.
Original languageEnglish
Number of pages16
JournalStudies in Higher Education
DOIs
Publication statusAccepted/In press - 14 Aug 2019

Keywords

  • work-integrated learning (WIL)
  • workplace learning
  • dignity
  • students
  • supervisors

Cite this

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title = "Dignity during work-integrated learning: what does it mean for supervisors and students?",
abstract = "Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors’ wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, supervisors and students from 6 disciplines participated in 7 groups and 58 individual semi-structured interviews. Participants were asked to describe their understandings of workplace dignity and data were analysed using team-based framework analysis. Four themes were identified: (1) participants' difficulties articulating dignity; (2) concepts used to define dignity; (3) the valence of conceptualisations; and (4) the levels to which dignity were conceptualised. Both students and supervisors need to work together to better understand what dignity is as the crucial first step toward maximising dignity during WIL.",
keywords = "work-integrated learning (WIL), workplace learning, dignity, students, supervisors",
author = "Olivia King and Corinne Davis and Allie Clemans and Jan Coles and Paul Crampton and Nicky Jacobs and Tui McKeown and Julia Morphet and Kate Seear and Charlotte Rees",
year = "2019",
month = "8",
day = "14",
doi = "10.1080/03075079.2019.1650736",
language = "English",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Taylor & Francis",

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T1 - Dignity during work-integrated learning

T2 - what does it mean for supervisors and students?

AU - King, Olivia

AU - Davis, Corinne

AU - Clemans, Allie

AU - Coles, Jan

AU - Crampton, Paul

AU - Jacobs, Nicky

AU - McKeown, Tui

AU - Morphet, Julia

AU - Seear, Kate

AU - Rees, Charlotte

PY - 2019/8/14

Y1 - 2019/8/14

N2 - Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors’ wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, supervisors and students from 6 disciplines participated in 7 groups and 58 individual semi-structured interviews. Participants were asked to describe their understandings of workplace dignity and data were analysed using team-based framework analysis. Four themes were identified: (1) participants' difficulties articulating dignity; (2) concepts used to define dignity; (3) the valence of conceptualisations; and (4) the levels to which dignity were conceptualised. Both students and supervisors need to work together to better understand what dignity is as the crucial first step toward maximising dignity during WIL.

AB - Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors’ wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, supervisors and students from 6 disciplines participated in 7 groups and 58 individual semi-structured interviews. Participants were asked to describe their understandings of workplace dignity and data were analysed using team-based framework analysis. Four themes were identified: (1) participants' difficulties articulating dignity; (2) concepts used to define dignity; (3) the valence of conceptualisations; and (4) the levels to which dignity were conceptualised. Both students and supervisors need to work together to better understand what dignity is as the crucial first step toward maximising dignity during WIL.

KW - work-integrated learning (WIL)

KW - workplace learning

KW - dignity

KW - students

KW - supervisors

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DO - 10.1080/03075079.2019.1650736

M3 - Article

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

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