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Students as harsh critics: a comparison of student and industry assessment of placement competencies
Journal article   Open access   Peer reviewed

Students as harsh critics: a comparison of student and industry assessment of placement competencies

Sharen Nisbet, John Haw and Julia Caldicott
International Journal of Work Integrated Learning, Vol.23(1), pp.1-16
2022
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CC BY V4.0,  Open Access
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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education
#10 Reduced Inequalities

Source: InCites

Abstract

Work integrated learning assessment self-assessment internship supervisor evaluation Work integrated learning (incl. internships) Tourism not elsewhere classified Higher education Assessment, development and evaluation of curriculum Workforce transition and employment
Reflecting on one's performance is a critical aspect of work integrated learning and professional life in general. This project compared 282 business and tourism students' self-assessment of their workplace performance against their industry supervisor's evaluation. The analysis included possible moderator variables such as gender, residential status, level of study and placement type. Overall, supervisors rated the importance of the competencies to their organisation, and the level of attainment of the students on these, higher than the students themselves. Close to half of these ratings, on both measures, were found to be significantly different with no significant interactions revealed. These findings will be used to improve the evaluation form by combining some items, including descriptors, and supporting supervisors and students in its use. This will increase the capacity of students and employers to prepare for, engage in, and extract meaning from their work integrated learning (WIL) experiences.

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