Supervision in work experience for learning programs

Few would dispute that supervision is an important element in work-study programs. The attention given to duty of care, administration, work performance, and learning depend on the role taken: industry (work site) supervisor or academic supervisor or mentor. As a general rule, academics stress the learning aspects of the job and its relationship to the area of study, while employers are more concerned with students' performance in the job and their potential as full-time employees once they have graduated. The centrepiece of this paper is the comparison of an ideal, theoretical model of supervision distilled from the literature with an actual model developed from reports of academic and industry supervisors. Preliminary findings from an on-going study suggest that relevant student learning at the work site happens, but randomly and coincidentally. There appears to be little direct correspondence between what academics hope and expect students learn (within their disciplines) and what is actually learned. Academic supervisors and mentors do little to help students make the connection between work and study. Their work site supervisors even less. More can and should be done to facilitate student learning if these programs are to ensure the best possible overall experience and learning of students on the job. The paper identifies opportunities to enhance the experience and learning before, during, and after the work placement. The major conclusion is that supervision is crucial to a positive work-study experience and effective learning for students. A model for inducting, developing, and supporting industry and academic supervisors is provided.