Experiences of Final-Year Information Technology Students in Work-Integrated Learning

Abstract

Work-integrated learning (WIL) is widely used in higher education to enhance graduate employability by bridging the gap between academic learning and professional practice. However, limited research has examined how students experience learning within client-based WIL contexts, particularly in information technology (IT) education in the Global South. This study addresses this gap by examining how final-year IT students experience experiential learning during a client-based WIL project at a private higher education institution (HEI) in South Africa. Guided by Kolb and Kolb’s experiential learning theory, a qualitative case study design was employed. Data were generated through two focus group discussions with six final-year IT students and a semi-structured interview with an industry client. Reflexive thematic analysis was used to examine students’ learning experiences. The findings demonstrate that experiential learning in client-based WIL is a dynamic and iterative process shaped by theory–practice integration, reflective engagement, client interaction, collaborative work, and structural programme conditions. These processes contribute to the development of both technical competencies and professional skills, including communication, adaptability, and professional identity. However, challenges related to communication practices, time management, and inconsistencies in project conditions were also identified. The study contributes to understanding experiential learning processes within IT-focused WIL contexts and offers practical insights for improving programme design, supervision, and student support. While the study is limited to a single institutional context and a small sample, the findings provide a basis for further research across diverse WIL environments.