Abstract:
Higher education institutions (HEIs) in South Africa are under pressure from the government, business, and communities to address the country's overall skills gap, while also expecting to ensure that their students are prepared to satisfy the standards and requirements of the business world. Furthermore, HEI are expected to offer student support, prepare students with theory and fuse it with Work-integrated Learning (WIL) placement experience, so that students joining the workplace organisations are prepared to tackle the essential skills.
The purpose of this research study was to investigate students’ lived experience of student support services provided at the HEIs throughout their WIL placement process. Furthermore, this study aimed at ascertaining and comprehending various aspects that led to the study's overall conclusion: what student support services are expected from HEI prior to, during, and post student WIL placement process. Student readiness without student support proved to be challenging. The researcher sought to establish from various participants, what support services are expected by the students, what support services are provided by the HEI, and what student support services are required to make the WIL placement process successful. This study explored the type of student support necessary, challenges and constraints experienced by students throughout WIL placement process.
Based on the nature of this study, a qualitative approach was guided by a case study research design. Thirty-six (36) participants were selected by means of convenience, purposive and snowballing sampling techniques. Multi-data collection techniques consisting of semi-structured interviews, focus group interviews and an open-ended questionnaire were used as the research instruments to collect qualitative data. A thematic analysis was used in the analysis processes of this study to give meaning to the data.
Various themes emerged from the data which ought to be reviewed by HEIs to streamline student support throughout WIL. The findings revealed that HEIs did not adequately support students with necessary skills required for WIL placement related to the workplace environment, causing student placement to disconnect. Other themes emerged whereby students were denied placement readiness, while others indicated that timeframe for WIL placement was restricted. Availability of current and valid resources was raised as a huge concern. Furthermore, Institutional relevance to industry needs, avoiding skill mismatch of what the employer value and what the HEI are willing to assess should be addressed.
This study proposed a Six-Phase Student Support Model for understanding the anticipated contribution and collaboration from various stakeholders to student support throughout the WIL placement process. The recommendations from this study could have a direct impact on a number of organisations, including the Sector Education and Training Authority (SETA), the Government, HEIs, world of work, and students as participants in the WIL process in South Africa. The recommended Six-Phase Student Support Model for the WIL placement process exemplifies collaborative processes and teamwork while clearly defining the respective roles and responsibilities at each stage. This study provided evidence of participants' expectations for student support throughout WIL placement, the services the HEIs provide for student support, and the types of student support required to ensure the success of the WIL placement process.
