that these programmes improve the skills and employability of graduates. Work-integrated learning is therefore an integral component of the Research Masters programme on which we teach.that was aimed at understanding how students in the discipline of psychology benefited from this alternative approach to teaching and learning. The findings of the study indicated that students primarily focused on developing technical skills. Secondly, they worked on developing their identities as researchers.
For instance, very few students had worked in a formal work environment prior to the course and therefore had never seen or signed an employment contract. By consulting lecturers and peers, students were able to decipher the contracts to understand the commitments they were undertaking. At a more technical level, students were exposed to skills such as data cleaning and analysis. Again, they used networks to fill in the gaps in their knowledge about these processes.
The findings of our study highlight how integrating work experiences and the course curriculum can support students during their transition from formal learning to the first phases of career development.When we viewed student learning as a network, we were able to incorporate industry partners into the learning process. This shift also changed our role as lecturers from conveyors of knowledge to facilitators who help students find their way.
In turn, lecturers became part of more extensive networks when students entered the workplace. Being connected with them created learning opportunities for future students. The extensive network assists the university to understand what skills the workplace actually uses and needs.
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