Students’ perceptions of work-integrated learning as a skills acquisition programme: evidence from a South African University of technology

Scientific problemAlthough Work-Integrated Learning (WIL) is widely recognised for enhancing graduate employability, limited empirical evidence exists on students’ perceptions of WIL and the factors influencing its effectiveness within South African Universities of Technology.AimThis study examined postgraduate students’ perceptions of WIL as a skills acquisition programme by describing perceived WIL outcomes, identifying contextual factors associated with favourable WIL experiences and perceived job readiness, and documenting challenges affecting implementation.MethodA quantitative, descriptive-correlational design was adopted within a post-positivist paradigm and informed by Kolb's Experiential Learning Theory, Human Capital Theory, and Social Learning Theory. Data were collected using a structured questionnaire from 182 postgraduate students who had completed compulsory WIL placements at Durban University of Technology. Descriptive statistics, reliability analysis, selected Pearson correlations, and inductive thematic analysis were employed.ResultsPostgraduate students reported favourable perceptions of WIL. Item-level results showed positive perceptions of practical skills development (item means 4.15–4.27), professional confidence (4.24–4.30), and communication and interpersonal skills (4.20–4.33). Programme structure, mentorship quality, workplace environment, and institutional support were positively associated with perceived WIL effectiveness and perceived job readiness (all p < .001). Thematic analysis identified workplace adaptation, financial and transport constraints, communication difficulties, workload pressures, limited coordination, task misalignment, technology barriers, and placement-related concerns.ConclusionThe findings suggest that postgraduate students generally view WIL as educationally valuable and relevant to their perceived workplace preparation. Strengthening programme design, supportive workplace learning environments, mentorship, institutional coordination, and equitable financial support may enhance the quality of WIL. Because overlapping questionnaire content precluded treating WIL effectiveness and perceived job readiness as fully distinct inferential outcomes, the findings are interpreted primarily as descriptive and contextual associations.Future researchFuture studies should validate these findings across multiple higher education institutions using longitudinal and mixed-methods approaches.