The document summarizes a doctoral research project on international students' engagement in work-integrated learning placements. The project involved 6 studies that examined international students' sensemaking before and during placements. Key findings included models of the agency-structure dynamics students engage in when securing placements, preparing for placements, and learning in the workplace. Practical implications focused on supporting students' preparation for workplace transitions using models of the challenges, dynamics, and employability attributes involved.

1. London International Conference on Education (LICE-2022)
Work-integrated learning and employability building among
international students: Importance of student agency
Thai Vu & Subramaniam Ananthram
Curtin University (Australia)
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2. Contents
(1) Background
(2) Overview of the research project
(3) Summary of findings
(4) Implications
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3. Terms
• Work-integrated learning (WIL): “an educational approach that uses
relevant work-based experiences to allow students to integrate theory
with the meaningful practice of work” (International Journal of Work-Integrated Learning,
n.d., para. 2)
• WIL placement (placement): a form of WIL that is based in the workplace
• Employability: “the ability to find, create and sustain meaningful work
and learning across the career lifespan” (Bennett 2020, p. i)
• Onshore international students: students studying in the host country
on a student visa (Vu, forthcoming)
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4. Background
• Importance of WIL placements to international
students
• Problem: Many international students struggle to
secure and/or maximise WIL placements (e.g.,
Jackson, 2017).
• Research gap: How international students
exercise agency in WIL placements.
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5. (5)
The doctoral research project
• Research question: How do international students engage in sensemaking before
and during WIL placements?
• Context
• Samples from an Australian university
• Seeking and/or completing WIL placements as part of their mandatory learning
experiences and/or a prerequisite for graduation
• Sample: 25 international undergraduate students
• 13 engineering students engaging in unstructured placements (sourced by
students)
• 12 health science (HSc) students engaging in structured placements (arranged
by the university)
• Data collection: 75 semi-structured interviews (3 with each student)

6. (6)
Integrative theoretical framework for sensemaking
(Vu, forthcoming)
 Situation What is happening?
 Self To whom is it happening?
 Support What help is available?
 Strategies How does the person cope?
 Situation Triggers of sensemaking
 Gap Confusion/uncertainty
 Bridges Tactics in gap bridging
 Outcomes Positive/negative results
Sensemaking theory
(Dervin, 1999; Dervin et al., 2003)
Situation, Gap,
Bridges, Outcomes
Integrative
theoretical framework
Situation, Self, Gap,
Support, Strategies
Transition theory
(Anderson et al., 2012; Schlossberg, 1981)
Situation, Self,
Support, Strategies
Vu, T. (forthcoming). Work-integrated learning: Sensemaking among international students
[Doctoral dissertation, Curtin University].

7. (7)
[1] Vu, T., Ferns, S., & Ananthram, S. (2021). Challenges to international students in work-integrated learning: a scoping review. Higher Education Research & Development, 1-17.
https://doi.org/10.1080/07294360.2021.1996339
[2] Vu, T., Bennett, D., & Ananthram, S. (2022a). Learning in the workplace: newcomers' information seeking behaviour and implications for education. Studies in Continuing
Education, 1-20. https://doi.org/10.1080/0158037X.2022.2041593
[3] Vu, T., Ananthram, S., & Ferns, S. (under review). International engineering students’ strategies in securing work-integrated learning placements amid COVID-19: a transition
perspective.
[4] Vu, T., Ferns, S., Ananthram, S., & Bennett, D. (under review). Preparing for work placements: sensemaking among international health science students.
[5] Vu, T., Ananthram, S., & Bennett, D. (under review). Agentic workplace learning among international students: implications for students’ global employability development.
[6] Vu, T., Ferns, S., & Ananthram, S. (under review). Information seeking strategies in workplace learning among international students in health sciences.
[7] Vu, T. (forthcoming). Work-integrated learning: Sensemaking among international students [Doctoral dissertation, Curtin University].
[8] Vu, T., Bennett, D., & Ananthram, S. (2022b). Preparing to transition into work and lifelong learning. myfuture Insights series. Melbourne, Education Services Australia.
https://myfuture.edu.au/assist-others/insights
Summary of the doctoral research project
STUDY 1
(Paper #1) Synthesis
STUDY 2
(Paper #2)
STAGE 1:
Literature
review
STUDY 3
(Paper #3)
STUDY 4
(Paper #4)
Synthesis
STAGE 2:
Before
placement
STUDY 5
(Paper #5)
Synthesis
STUDY 6
(Paper #6)
STAGE 3:
During
placement
Conclusion of the project
DATA
COLLECTION
Key themes identified
Paper #1 International students in WIL placement Typology of challenges
Paper #2 Newcomer ISB in workplace learning Dynamics in workplace learning
Paper #3 Engineering students in securing placements Two approaches to securing placements
Paper #4 HSc students' preparation for placements Agency-structure dynamics in WIL placement preparation
Paper #5 Engineering students in workplace learning Agency-structure dynamics in workplace learning
Paper #6 HSc students in workplace learning Agency-structure dynamics in workplace learning
Findings from six papers
• Students' engagement in agency-structure dynamics
• Theoretical contributions: e.g., Model of
agency-structure dynamics in sensemaking
• Practical implications: e.g., Paper #8
Literature review
& theoretical
framework
Pre-placement
During placement
Study/Paper
Synthesis of findings
(Paper/Dissertation #7)

8. Paper #1 Paper #2
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STUDY 1
(Paper #1)
Scoping review on
international students in WIL
 Literature
synthesis
 Literature
gaps
 Integrative
theoretical
framework
STUDY 2
(Paper #2)
Scoping review on
workplace newcomer ISB
STAGE 1:
Literature review &
theoretical
framework
Newcomer information
seeking behaviour
Organisational context
Newcomer
individual characteristics
T1*
*Sequence of T1 and T3: The impact of the organisational context on newcomer ISB is influenced
by newcomer individual characteristics.
Model of organisational newcomers’ ISB
and its antecedents
(Vu et al., 2022a)
Findings of
Stage 1
Vu, T., Ferns, S., & Ananthram, S. (2021). Challenges to international students in work-integrated
learning: a scoping review. Higher Education Research & Development, 1-17.
https://doi.org/10.1080/07294360.2021.1996339
Vu, T., Bennett, D., & Ananthram, S. (2022a). Learning in the workplace: newcomers’
information seeking behaviour and implications for education. Studies in Continuing
Education, 1-20. https://doi.org/10.1080/0158037X.2022.2041593
Cause Challenge Consequence
Barriers to securing,
preparation for,
optimizing, and/or
assessment/reflection of
WIL placements
Situation, Self & Support
Undesirable aspects of
these coping resources
Ineffective Strategies
(By international students)
Leading to poor WIL
performance & outcomes
3-C Model of challenges to international students
in WIL
(Vu et al., 2021)

9. (9)
Findings of Stage 2: Before placement
Vu, T., Ananthram, S., & Ferns, S. (under review). International engineering students’
strategies in securing work-integrated learning placements amid COVID-19: a
transition perspective.
Vu, T., Ferns, S., Ananthram, S., & Bennett, D. (under review). Preparing for work
placements: sensemaking among international health science students
Paper #3 Paper #4
Model of student engagement in securing placements
 Differences between proactive approach and reactive
approach to securing placements
 Implications for supporting students to fully realise their
potential to secure placements
Model of agency-structure dynamics in sensemaking
 How students engage in agency-structure dynamics to
build knowledge and skills
 Implications for improving student capacity to exercise
agency in knowledge construction
STUDY 3
(Paper #3)
Engineering students
(Unstructured placement)
STUDY 4
(Paper #4)
HSc students
(Structured placement)
Students'
engagement in
agency-structure
dynamics before
placement
STAGE 2:
Students'
sensemaking in the
pre-placement

10. (10)
Findings of Stage 3: During workplace learning
Vu, T., Ananthram, S., & Bennett, D. (under review). Agentic workplace learning
among international students: implications for students’ global
employability development.
Vu, T., Ferns, S., & Ananthram, S. (under review). Information seeking
strategies in workplace learning among international students in
health sciences.
Paper #5 Paper #6
Model of agentic capital
 What agentic capital constitutes.
 Implications for nurturing student agency
Model of agentic information seeking
 How students proactively and effectively build
knowledge
 Implications for enhancing students’ capacity for
self-initiated, self-directed learning
STUDY 5
(Paper #5)
Engineering students
(Unstructured placement)
Students'
engagement in
agency-structure
dynamics in
workplace
learning
STUDY 6
(Paper #6)
HSc students
(Structured placement)
STAGE 3:
Students'
sensemaking in
workplace
learning

11. (11)
Student agency in workplace learning
4-S Model of Dynamics in Workplace Learning:
How do newcomer adapt to a workplace?
(Vu et al., 2022b)  Newcomer information seeking behaviour – ISB (Morrison, 2002)
o Timing
o Accessing information sources (e.g., co-workers)
o Tactics (e.g., direct/indirect questions)
 Organisational context (Wang et al., 2015)
o Formal organisational socialisation practices (e.g., an induction)
o Climate (context perceived by newcomers)
o Socialisation agents (e.g., supervisors/co-workers)
 Individual characteristics (Vu et al., 2022): e.g., personal goals,
need for control, cultural background, personality traits, self-efficacy,
proactive behaviour
Vu, T., Bennett, D., & Ananthram, S. (2022b). Preparing to transition into work and lifelong learning. Myfuture
Insights series. Melbourne, Education Services Australia. https://myfuture.edu.au/assist-others/insights
Findings of Stage 3 (Cont.)
SITUATION &
SUPPORT
Workplace
context
SELF
Newcomer
individual
characteristics
STRATEGIES
Newcomer
ISB

12. (12)
Synthesis of findings from the doctoral research project
Vu, T. (forthcoming). Work-integrated learning: Sensemaking among international students
[Doctoral dissertation, Curtin University].
Employability
“the ability to find, create and
sustain meaningful work and
learning across the career
lifespan” (Bennett 2020, p. i)
* 5S: Situation, Sources, Self, Status, Strategies
5-S Model of Agency-Structure Dynamics in
Employability Building
(Vu, forthcoming)
AGENCY
Strategies
EMPLOYABILITY
ATTRIBUTES
Self
STRUCTURE
Situation &
Sources
Status

13. (13)
Practical
implications

14. (14)
Supporting students to prepare for work
(adapted from Vu et al., 2022b)
Gap Supporting students to prepare for work
G1: Situation • Awareness of the nature of the transition (4-Gap Model)
• Understanding of potential dynamics in workplace learning (4-S Model)
G2: Self
(Student)
• Self-evaluation skills
• Identification/Evaluation of the 4S in university and at work
• Identification of gaps (4-Gap Model)
G3: Support • Awareness of available information and support sources
• Ability to seek and use information and support sources
G4: Strategies • Strategies to access information and support sources in university and at work
• Capacity to engage in, and optimise, dynamics in workplace learning
(4-S Model)
Practical
implications
(Cont.)
Share the 4-S, 4-Gap, and 5-S models with students and use them as a conversation
starter to identify challenges/opportunities relating to the transition into work.

15. Conclusion
 WIL students transition from study through four gaps and into
work (4-Gap Model).
 Workplace learning/adaptation involves complicated agency-
structure dynamics (4-S Model).
 Vital to employability building is the individual capacity to
engage in, and optimise, agency-structure dynamics(5-S
Model).
 International students face significant challenges relating to
Situation, Self, Support, and Strategies. They therefore need to
exercise agency to maximise WIL placements to build
employability.
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16. (16)
Anderson, M., Goodman, J., & Schlossberg, N. K. (2012). Counseling Adults in Transition: Linking Schlossberg's Theory With Practice in a
Diverse World (4 ed.). Springer Publishing Company.
Bennett, D. (2020). Embedding employABILITY thinking across higher education. Department of Education, Skills and Employment.
Dervin, B., Foreman-Wernet, L., & Lauterbach, E. (2003). Sense-making methodology reader: Selected writings of Brenda Dervin. Hampton Press.
Ferns, S. J., Rowe, A. D., & Zegwaard, K. E. (2022). Advances in Research, Theory and Practice in Work-Integrated Learning. Enhancing
Employability for a Sustainable Future. London. URL: https://doi.org/10.4324/9781003021049
Jackson, D. (2017). Exploring the challenges experienced by international students during work-integrated learning in Australia. Asia Pacific
Journal of Education, 37(3), 344-359. https://doi.org/10.1080/02188791.2017.1298515
Vu, T., Ananthram, S., & Bennett, D. (under review). Agentic workplace learning among international students: implications for students’ global
employability development.
Vu, T., Bennett, D., & Ananthram, S. (2022a). Learning in the workplace: newcomers' information seeking behaviour and implications for
education. Studies in continuing education, 1-20. https://doi.org/10.1080/0158037X.2022.2041593
Vu, T., Ferns, S., & Ananthram, S. (2021). Challenges to international students in work-integrated learning: a scoping review. Higher Education
Research & Development, 1-17. https://doi.org/10.1080/07294360.2021.1996339
Vu, T., Ferns, S., Ananthram, S., & Bennett, D. (under review). Preparing for work placements: sensemaking among international health science
students.
Vu, T., Bennett, D., & Ananthram, S. (2022b). Preparing to transition into work and lifelong learning. myfuture Insights series. Melbourne,
Education Services Australia. http://hdl.voced.edu.au/10707/632719
Wang, M. X., Kammeyer-Mueller, J., Liu, Y., & Li, Y. (2015). Context, socialization, and newcomer learning. Organizational Psychology Review,
5(1), 3-25. https://doi.org/10.1177/2041386614528832
Selected references

17. THANK YOU!
Acknowledgement: Thai Vu is a recipient of an Australian Government Research
Training Program Scholarship.
For further discussion, please contact us.
thaivan.vu@postgrad.curtin.edu.au
s.ananthram@curtin.edu.au
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