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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.

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.

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.

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.

Social media, network capabilities, and digital communication technologies are changing the nature of work for individuals in WIL programs; further challenging the connections between industries and universities in their efforts to ensure individuals are work ready. However, digital technologies have provided new resources to help individuals socialize into the workplace and develop new skills for meeting the challenges of the information age that will also impact on how they get a job, and then do that job. The current literature on WIL, organizational behavior, and remote working, provides a theoretical framework for identifying the key points on the transitions experienced by individuals through WIL using the prism of social media, digital technologies, and the changes in work culture through remote working. Key issues in relation to transition are illustrated using two examples: one French and the other Canadian. The French study examines the effects of social media and digital technologies on individuals in WIL programs in relation to developing work readiness skills and communicating with supervisors and coworkers. The Canadian example examines the challenges internship students face when their workplace is predicated on remote working. The impact of social media, digital and communication technologies present new challenges for fulfilling the objectives of WIL programs and ensuring students are ready for work now and in the future.