ETHICAL SUPERVISION AND MENTORING OF STUDENTS DURING THE WORK-INTEGRATED LEARNING PROGRAMME
Abstract: The study investigates ethical supervision and mentoring during work-integrated learning (WIL) placement as WIL has emerged as a new venture in higher education. Work-integrated learning has emerged as a higher education endeavour that has created a new role for senior leadership and management. The study aims to investigate the ethical supervision and mentoring of students during the work-integrated learning programme in order to contribute to the effectiveness of the programme and improve student employability. More work has been done on work-integrated learning however, little has been done on the ethical supervision and mentoring of students during WIL. The study contributes to the debate of WIL implementation. The study revealed that there is a lack of adequate training for supervisors, which sometimes results in students running errands. The positivist research paradigm underpinning the study led to the use of a survey research design and questionnaires. During the research process, research ethical rules had been adhered to in order to ensure reliability of findings. A socio-cultural theory has been employed.
Chiappetta-Swanson, C. & Watt, S. (2011). Good Practice in the Supervision and Mentoring of
Postgraduate Students: It Takes an Academy to Raise a Scholar. Hamilton: Ontario, McMaster University.
Chisholm, C., Harris, M., Northwood, D. & Johrendt, J. (2009). The Characteristics of Work-Based
Learning by Consideration of the Theories of Experiential Learning. European Journal of Education, 44 (3), 1-9.
Duckett, S. (2004). Funding Model Rewards Only the Few. Melbourne: Oxford University Press.
Hutchins, E. (1993). Learning to Navigate. Cambridge: Cambridge University Press.
Keating, S. (2006). Learning in the Workplace: A Literature Review. Victoria University. Post
Compulsory Education Centre, 1-40. Retrieved August 20, 2013 from http://tls.vu.edu.au/PEC/PECdocsPCEC%20LIW%20literarure%20review%20final.pdf
Mackenzie, N. & Knipe, S. (2006). Research Dilemmas: Paradigms, Methods and Methodology.
Issues in Educational Research, 16 (4), 1-5.
Maphosa, R. & Ndaba, G.T. (2012). Supervision and Assessment of Student Teachers: A Journey
of Discovery for Mentors in Bulawayo. Zimbabwe. Journal of Emerging Trends in Educational Research and Policy Studies, 3 (1), 1-7.
Schilling, J. & Klamma, R. (2010). The Difficult Bridge between University and Industry: A Case
Study in Computer Science Teaching. Assessment and Evaluation in Higher Education, 35 (3), 253-261.
Spouse, J. (2000). Talking Pictures: Investigating Personal Knowledge through Illuminative
Artwork. Nursing Times Research, 5 (2), 253-261.
Tynjala, P. (2009). “Connectivity and Transformation in Work-Related Learning-Theoretical
Foundations”, Springer, 11-37.
Weible, R. (2010). Are Universities Reaping the Available Benefits Internship Programmes Offer?
Journal of Education for Business, 85 (3), 59-63.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
email@example.com, www.iseic.cz, ojs.journals.cz