Factors affecting the management of work-integrated learning (WIL) to support entrepreneurial graduates in higher education
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Abstract
This research aimed to: (1) examine the level of work-integrated learning (WIL) management in higher education; (2) investigate the factors affecting work-integrated learning management that contribute to the development of entrepreneurial graduates in higher education; and (3) propose guidelines for developing learning management that supports the production of graduates who are prepared to become entrepreneurs. The sample group of the research included the supervisors of related fields, representatives from business establishments, and university students who had experienced work-integrated learning. Using the Krejci and Morgan sample size table, a total of 250 participants were selected through random sampling. In addition, in-depth interviews were conducted with 10 key informants selected through purposive sampling. The research instruments included questionnaires and in-depth interview protocols. The statistical methods used for data analysis were mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis.
The findings revealed that: (1) the overall level of work-integrated learning (WIL) management in higher education was high; (2) the correlation coefficients between the five work-integrated learning variables and entrepreneurial graduate outcomes (Y) ranged from 0.46 to 0.93, indicating statistically significant relationships at the .05 level. The entrepreneurial graduates in higher education at the tertiary level, The predictive equation using raw scores was ŷ = 0.679 + 0.196X1 + 0.203X2 + 0.186X3 + 0.191X4 + 0.212X5, and the predictive equation using standardized scores was z = 0.140z1 + 0.244z2 + 0.284z3 + 0.262z4 + 0.306z5 ; and (3) the guidelines for developing learning management to support entrepreneurial readiness included: (a) organizing extracurricular activities to enhance creative thinking and strategic planning skills; (b) implementing private-sector mentoring systems to provide students with direct business experience and effectively integrate theory with practice; and (c) strengthening collaboration with industry to align learning with labor market needs, enhance professional competencies, and prepare students to start their own businesses.
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