From unskilled to employable: using a qualitative examination of the ‘Placement Timeline Research Method’ to explore student professional and personal development whilst on multiple WIL experiences.

Abstract

This paper explores the method and findings of a qualitative examination into multiple work integrated learning (MWIL) placements. The research consisted of 14 reflective interviews with students from across discipline areas who had undertaken a series of work placements. The range of MWIL experiences included professional placements in nursing and youth work, yearlong placements in accountancy and engineering, self-directed WIL experiences in arts, informal and part-time placements. The aim of this study was to explore the transitions that took place throughout multiple placements that helped the student to become a work ready and an effective professional. A research method, 'Placement Timeline' was developed. This allows a reflective structure for the researcher to tease out skill development and work readiness. All interviews were transcribed and coded using NVivo qualitative software. The paper will discuss selected findings from the research. These provide insights into how multiple WIL experiences may benefit students in their preparation for work. In effect it was as if the work readiness and skills relating to an uncertain and ever changing job market skills were fast tracked over MWIL.This research highlights the key transitional features of MWIL