Stress during work placement – examining positive outcomes for hospitality students in a work-integrated learning programme

Abstract

Purpose

Work-integrated learning (WIL) is an integral part of hospitality curriculums in Australia. Experiencing stress during WIL is expected, as students try to balance work and other responsibilities. Previous studies have usually examined the negative impact of stress on individuals. By referring to relevant theories, this paper argues the positive impact of stress and reports on a study which aimed to investigate whether stress – experienced by students during WIL – leads to resilience and well-being.

Design/methodology/approach

Hospitality students from different backgrounds enrolled at a tertiary institution completed an online survey. This study uses structural equation modelling (SEM), to test the proposed links between stress, resilience and well-being.

Findings

The study results show that “academic pressure” (mean score = 3.57) is the most common stressor identified by hospitality students. This was followed by stress caused by “time pressure” (mean score = 3.01). Model testing reveals that experiencing “career development concerns” has a statistically significant association with resilience. Moreover, there is a strong link (β = 0.624) between resilience and well-being.

Originality/value

This study makes a contribution by proposing positive outcomes related to stress during WIL. A handful of studies have looked at similar concepts. However, this paper uses statistical techniques to measure and analyse relationships between different variables. By running an SEM, the authors were able to test a linear causal relationship which identifies stressors leading to a significant impact on resilience. Similarly, the strength of relationship between resilience and well-being is also empirically tested.

Citation

Ramgoolam-Atchiamith, A., Khan, A., Rodrigues, C. and Wardle, K.M. (2022), "Stress during work placement – examining positive outcomes for hospitality students in a work-integrated learning programme", Higher Education, Skills and Work-Based Learning, Vol. 12 No. 4, pp. 674-688. https://doi.org/10.1108/HESWBL-08-2021-0160