Supporting Exercise Science students to respond to the challenges of an authentic work-integrated learning (WIL) assessment

Work integrated learning (WIL) is increasingly more evident in higher education programs throughout Australia, as it offers valuable experiences for students by providing them with opportunities to translate theory into practice and, as they assume increasing responsibility in the workplace, transition from student to professional practitioner. The benefits of WIL are well documented and attest to preparing work-ready graduates by developing both generic and explicit career skills that position them positively to gain future employment. The purpose of this research was to investigate the nature and degree of support required by Bachelor of Exercise Science students to successfully undertake a WIL action research project in blended mode, during a 360 hour professional placement. Using semi-structured telephone interviews, students who have completed the subject in its prior format, were invited to design structures and systems that, in their view, would scaffold their learning and aid in their completion of the WIL subject assessment requirements. Participant data revealed three emerging themes of support: organizational, pedagogical, and interpersonal. In response to the research results, an online learning environment has been created that will developmentally scaffold student learning, assist students to participate as emerging professionals in the exercise science occupational cultural community, and successfully action their disciplinary, practical, interpersonal and reflective knowledge in authentic professional contexts.