Student and Supervisor Perceptions of Effective Placement Supervision in Work-Integrated Learning Programs: A Systematic Literature Review

Rachael Hains-Wesson; Anne-Marie Fannon; Borghild Brekke Hauglid; Jennifer Graham; Idris  Ademuyiwa

doi:10.20343/teachlearninqu.14.15

Authors

Rachael Hains-Wesson Royal Melbourne Institute of Technology https://orcid.org/0000-0002-1549-4504
Anne-Marie Fannon University of Waterloo
Borghild Brekke Hauglid Kristiania University of Applied Sciences https://orcid.org/0009-0009-9421-7043
Jennifer Graham University of Waterloo
Idris Ademuyiwa Centre for Econometrics and Allied Research

DOI:

https://doi.org/10.20343/teachlearninqu.14.15

Keywords:

student placements, placement supervisors, systematic literature review, work-integrated learning, higher education

Abstract

This article presents a comprehensive synthesis of literature on effective supervision for students undertaking placements in higher education. The aim is twofold: first to examine differences and similarities between students’ and supervisors’ perceptions of effective work-integrated learning (WIL) supervision, and second, to identify prevailing trends, patterns, and gaps in the existing literature on placement supervision. Over the course of a two-year systematic review, the authors analyzed 9,349 peer-reviewed articles published in English and Norwegian between 2010 and 2023. Bibliometric findings show that most of the literature is qualitative, student-focused, and predominantly situated within allied health sciences, education, and social work in Western developed countries. The review revealed a notable divergence in perceptions of effective placement supervision: student-centered research emphasizes the relational and emotional dimensions of effective placements, including supervisor support, trust, inclusion, affirmation, and positive feedback. These affective aspects are critical to creating meaningful learning environments. Conversely, supervisor-focused studies often underplay these relational aspects, placing greater emphasis on the importance of clear expectations, goal setting, and theory-practice integration. The analysis also highlights key structural elements for effective supervision, including access to quality training, adequate time and resources, and formal recognition for supervisors’ contributions. The study concludes by proposing a three-step model for effective placement supervision.

Author Biographies

Rachael Hains-Wesson, Royal Melbourne Institute of Technology

Rachael Hains-Wesson (Australia) is the associate dean learning and teaching at the School of Global, Urban and Social Studies, Royal Melbourne Institute of Technology. Her work focuses on work-integrated learning.
Anne-Marie Fannon , University of Waterloo

Anne-Marie Fannon (Canada) is the director of the Work-Learn Institute at the University of Waterloo. Her work focuses on work-integrated learning.
Borghild Brekke Hauglid , Kristiania University of Applied Sciences

Borghild Brekke Hauglid (Norway) is an associate professor in organization, leadership and learning at the School of Communication, Leadership, and Marketing, Kristiania University of Applied Sciences. Her work focuses on communication and work-integrated learning.
Jennifer Graham, University of Waterloo

Jennifer Graham (Canada) is a research assistant in the Work-Learn Institute at the University of Waterloo. Her work focuses on work-integrated learning.
Idris Ademuyiwa, Centre for Econometrics and Allied Research

Idris Ademuyiwa (Canada) is a research fellow at the Centre for Econometrics and Allied Research (CEAR). His work focuses on advanced economies, international trade and data governance.

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