Challenges to international students in work-integrated learning: a scoping review

2021 ◽  
pp. 1-17
Author(s):  
Thai Vu ◽  
Sonia Ferns ◽  
Subramaniam Ananthram
Keyword(s):  
International Students ◽  
Scoping Review ◽  
Integrated Learning ◽  
Work Integrated Learning

scholarly journals Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs

2018 ◽  
Vol 9 (1) ◽  
pp. 62-83 ◽  
Author(s):  
Thanh Pham ◽  
Dat Bao ◽  
Eisuke Saito ◽  
Raqib Chowdhury
Keyword(s):  
Higher Education ◽  
International Students ◽  
Soft Skills ◽  
Relevant Literature ◽  
Skills Training ◽  
Communication Styles ◽  
Integrated Learning ◽  
Qualitative Review ◽  
Multicultural Diversity ◽  
Work Integrated Learning

This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking work-integrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students’ employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.

scholarly journals Challenges to providing work integrated learning to international business students at Australian universities

2015 ◽  
Vol 5 (4) ◽  
pp. 401-416 ◽  
Author(s):  
Catriona Gribble ◽  
Jill Blackmore ◽  
Mark Rahimi
Keyword(s):  
International Students ◽  
International Education ◽  
International Business ◽  
Work Experience ◽  
Business Students ◽  
Integrated Learning ◽  
Economic Implications ◽  
Content Type ◽  
Work Integrated Learning ◽  
Australian Universities

Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.

scholarly journals Ensuring Equitable Work-Integrated Learning Opportunities for International Students

2020 ◽  
Vol 17 (4) ◽  
pp. 153-161
Author(s):  
Lesley Andrew ◽  
Keyword(s):  
International Students ◽  
Learning Opportunities ◽  
Position Paper ◽  
Financial Capital ◽  
Integrated Learning ◽  
Master Of Public Health ◽  
Strength Based ◽  
Health Course ◽  
Work Integrated Learning ◽  
Australian Universities

Ensuring equitable work-integrated learning (WIL) opportunities for international students can be problematic. This position paper explores this challenge within the context of the Master of Public Health course (MPH) in Australian universities. The availability and accessibility of placement and nonplacement WIL for international students are examined through a desktop audit of MPH offerings across 27 public Australian universities. These findings, interpreted through the lens of cultural, social and financial capital suggest although international students stand to benefit more from WIL than their domestic peers, their opportunity to participate is lower. The paper argues a strength-based approach is needed to mitigate this issue of inequity. Suggestions are offered to improve equity in placement and nonplacement WIL for international students.

scholarly journals Integration of Work Experience and Learning for International Students: From Harmony to Inequality

2017 ◽  
Vol 21 (3) ◽  
pp. 261-277 ◽  
Author(s):  
Ly Thi Tran ◽  
Sri Soejatminah
Keyword(s):  
International Students ◽  
Work Experience ◽  
English Language ◽  
Tertiary Education ◽  
Vocational Education And Training ◽  
Integrated Learning ◽  
Critical Gap ◽  
Teachers And Students ◽  
Language Competency ◽  
Work Integrated Learning

The integration of work experience and learning in tertiary education is a complex issue for different stakeholders, including students, institutions, and employers. The provision of course-related work experience for international students is far more challenging as it involves issues of visa status, different cultural expectations, recognition/misrecognition of skills and experiences across cultures, English language competency, and local employers’ attitudes toward international students. Even though there is a significant body of scholarly research on work-integrated learning in tertiary education, empirical research on this issue related to international students remains scarce. This article responds to a critical gap in the literature by examining the provision of course-related work experience for international students from both the teachers’ and students’ perspectives. It is derived from a 4-year research project funded by the Australian Research Council that includes 155 interviews with staff and international students and fieldwork from the Australian vocational education and training (VET) sector. Drawing on Bourdieu’s notions of habitus and field as conceptual tools to interpret the empirical data, the research found work-integrated learning is unevenly distributed and inconsistently implemented across institutions. The article addresses the complex interplay between the student habitus and the habitus within the institutional field and the workplace field in shaping international students’ work-integrated learning access and experience. Practical implications for institutions on how to improve access and experience to course-related work experience for international students are discussed in light of the findings of this research.

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