Students’ perceptions of work-integrated learning as a skills acquisition programme: evidence from a South African University of technology

A study conducted within a South African University of Technology investigated postgraduate students' perceptions of Work-Integrated Learning (WIL) as a skills acquisition program. The research aimed to describe perceived WIL outcomes, identify contextual factors influencing favorable WIL experiences and job readiness, and document implementation challenges. It highlights a gap in empirical evidence regarding student perceptions of WIL effectiveness in this specific context, despite its recognized role in enhancing graduate employability.

Understanding student perceptions of Work-Integrated Learning is crucial for optimizing its design and delivery to effectively enhance graduate employability. This research can inform educational institutions and policy makers on how to address contextual factors and challenges, ensuring that WIL programs genuinely contribute to skills acquisition and job readiness.

Work-Integrated Learning (WIL) is broadly acknowledged for its role in improving graduate employability.

Forward consideration, not a verified fact.