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Students' industrial work experience scheme (SIWES): exploring higher institution student’s participation and sense of belonging

Musa Abba Umar (Department of Vocational Education, School of Technology and Science Education, Modibbo Adama University of Technology, Yola, Nigeria)
Penuel Medan (Department of Agricultural Education, College of Education Hong, Adamawa State, Yola, Nigeria)
Zainab Aliyu Atiku (Department of Agricultural Education, Federal College of Education Yola, Yola, Nigeria)

Higher Education, Skills and Work-Based Learning

ISSN: 2042-3896

Article publication date: 12 January 2024

Issue publication date: 25 September 2024

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Abstract

Purpose

The purpose of this study was to determine the extent to which students' industrial work experience scheme (SIWES) students in higher education institutions experienced a high level of engagement in workplace activities and a strong sense of affiliation with their workplace environment. The additional purpose encompassed the identification of factors that both facilitated and hindered their engagement and self-efficacy.

Design/methodology/approach

The data for this study were collected via a cross-sectional survey of 243 students who were undertaking the SIWES as a mandatory component of their graduation requirements. The survey was conducted at selected tertiary institutions in Nigeria.

Findings

The qualitative replies yielded valuable insights on the factors that motivated and supported participation, with self-efficacy emerging as a significant facilitator as well as a potential barrier. There is a positive association between more interactions, a professional atmosphere and self-efficacy.

Research limitations/implications

The study may not comprehensively include all contextual variables that might potentially impact students' perception of belongingness and self-efficacy during the SIWES program, including the distinct industry or workplace setting.

Practical implications

This exploratory study analyzes SIWES students' cultural and personal affiliation. The study suggests these changes improve student performance. Engagement and belonging techniques for students, supervisors, coworkers and professionals are classified by the study. The study found that supervisors and coworkers help students at work. It underlines academics' responsibility in creating SIWES curricula that increase student confidence and active learning. According to this study, students should receive self-confidence therapy before SIWES. Self-confidence and student success and well-being need additional investigation, the report says.

Originality/value

This study takes a unique approach by examining belongingness and self-efficacy in the SIWES course. It examines the interdependence of these notions and the curriculum's various challenges and opportunities. By addressing these important issues, study adds to existing knowledge and lays the groundwork for future research.

Keywords

Acknowledgements

The authors would like to express their gratitude to the managements of higher institutions in the study area for granting us permission to carry out the study inside their school premises, and to those individuals who actively engaged in the research endeavor.

Citation

Umar, M.A., Medan, P. and Atiku, Z.A. (2024), "Students' industrial work experience scheme (SIWES): exploring higher institution student’s participation and sense of belonging", Higher Education, Skills and Work-Based Learning, Vol. 14 No. 5, pp. 958-970. https://doi.org/10.1108/HESWBL-10-2023-0294

Publisher

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Emerald Publishing Limited

Copyright © 2023, Emerald Publishing Limited

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