Organizational supports and individuals commitments through work integrated learning

Abstract

Purpose

The development of individual work competencies through work integrated learning (WIL) emanates from expectations of students to learn from both the workplace and their educational institution, and an assumption that WIL stakeholders will support them. This exchange between individuals and organizational insiders, according to the social exchange norm of reciprocity, may also nurture organizational behaviors. WIL student-workers may perceive support from insiders, and orient their behaviors to increase their contribution to the host organization in terms of performance, by developing specific bonds of commitment toward different targets. The paper aims to discuss these issues.

Design/methodology/approach

By designing a “WIL perception of workplace support system” including four core stakeholders as a predictor of bonds of commitments, the author tested these relationships on a sample of 2,457 co-op students enrolled in a North American University.

Findings

Results globally supported the hypotheses. Student-workers perception of co-workers and supervisor supports developed commitment to team. Student-workers perception of co-workers, supervisor, and organizational supports developed commitment to the host organization and to the work. However, the effect of perception of University support on commitment to host organization and to work was non-significant.

Originality/value

Given the lack of studies in the WIL field from an organizational approach, the author propose to investigate what supports are perceived by WIL student-workers, and whether these supports develop specific bonds of commitment.

Citation

Pennaforte, A.P. (2016), "Organizational supports and individuals commitments through work integrated learning", Higher Education, Skills and Work-Based Learning, Vol. 6 No. 1, pp. 89-99. https://doi.org/10.1108/HESWBL-07-2015-0038