Students’ perceptions of learning, work and wellbeing networks in work-integrated learning (WIL)

Work-integrated learning (WIL) is a widely employed strategy that aims to develop the employability of higher education graduates. Discourse surrounding the strategy often focuses on the affordances it offers higher education institutions but overlooks the perspectives of students. This study utilises a qualitative approach to identify the people, devices, documents and other materials students perceive as influential during WIL activities. Drawing upon actor-network theory (ANT) and participatory diagramming, the study offers a novel perspective on how learning, work and wellbeing can be articulated in WIL. Four illustrations constructed by students who recently completed a placement at a mid-sized Australian university are examined. The study’s findings provide insight into the diversity of social and material actors that students perceive as influential during WIL activities. The role of technology in shaping work practices and how wellbeing is shaped by social connections is revealed. Recommendations for practice include implementing targeted digital literacy support to support students’ appraisal of social media and bolstering peer-to-peer connection to support student wellbeing.