Visualizing the Future: Work-Integrated Learning and the Psychosocial and Professional Development of Undergraduates

This study examined the following central research question: What experiences enhance the psychosocial development (as defined by Chickering & Reisser [1993]) and professional development of students that participate in work-integrated learning programs? Specifically, this study also explored the following sub-questions: (a) how does participation in work-integrated learning support the development of personal and/or professional identity, and (b) how do undergraduate students perceive their growth and preparation for careers as a result of their work-integrated learning experiences?

Name thesis:degree_name

Ph.D. in Higher Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2019

Author dc:creator

• Kilpatrick, Scott Weldon

Contributors dc:contributor

• Amy E. Wells Dolan
• John Holleman
• Cristiane Q. Surbeck

• Cooperative Education
• Experiential Learning
• Internship
• Professional Identity
• Student Development
• Work-integrated Learning
• Higher Education

Repository record dc:identifier

https://egrove.olemiss.edu/etd/1551

OAI identifier oai:identifier

oai:egrove.olemiss.edu:etd-2550