Abstract:

Workplace learning is very critical in enhancing student knowledge, skills, and experience in a real-life situation so that they can link theory and experience. Most of the universities of technology’ niche area is the collaborative interaction of students with industries where they apply knowledge and skills and learn from others’ experiences. This paper examines ways in which students’ workplace reflections prepare them for future careers by enabling social learning as well as linking theory and practice. Qualitative data were gathered from literature, the lecturer assessment feedback, students’ reflections, and their portfolios of evidence. Content analysis was employed by systematically sorting and categorising data into emerging, common themes. Students’ acquisition of relevant skills, knowledge, values, and attitudes including their interaction with diversified people associated with workplace experience was found to be beneficial. It was also found out that Work Integrated Learning module employed in Universities of technology not only gives students the opportunity to integrate theory and practice but, it creates a social space for growth and achievement of graduate attributes.

Keywords:

Preparation, portfolio of evidence, reflection, social learning, workplace experience