WIL curriculum design and student learning: a structural model of their effects on student satisfaction

Abstract

With the increasing adoption of work-integrated learning (WIL) as a feature of curricula, the idea of student satisfaction takes on a new dimension – students' experiences on placement are not routinely under the control of university academic staff, yet universities will ultimately be held responsible for the quality of students' placement experiences. In this study the satisfaction measures derived from multiple samples of students who have experienced placements are analysed. The analysis shows that satisfaction is bi-dimensional, as hypothesized, and that its sub-dimensions are each associated with different aspects of curriculum design and generic learning outcomes derived from the WIL placement. The findings have implications for the conduct and design of placements and for quality assurance measurement across the post-secondary and higher education sectors.