Strengthening Work-Integrated Learning through the Collaboration between Universities and Community-Based Organizations

Abstract

Work-Integrated Learning (WIL) is a critical component in the training of community development practitioners, as it facilitates the integration of theoretical knowledge with real-world community development practice. For WIL to be effective, it must be structurally sound and grounded in meaningful student engagement with communities. This study explored how WIL in community development can be strengthened through collaboration between the University of the Free State (UFS) and community-based organisations (CBOs) in Qwaqwa. A qualitative approach was adopted, employing an exploratory-descriptive design. Data were collected through face-to-face, semi-structured interviews with ten community development workers (CDWs) involved in the supervision of UFS students, four selected through purposive sampling and six through snowball sampling. The data were analysed thematically. Three major themes emerged: Supervision as a facilitator for students’ active engagement with the organisation and broader community; the provision of support and capacity-building opportunities for WIL partners; and the need to improve student supervision processes. The findings highlight the importance of university-CBO collaborations in facilitating the integration of teaching, learning, and community engagement, thereby enhancing both student learning and community impact. Although WIL presents several challenges, CDWs employ strategies such as continuous engagement and constructive feedback to support student development. The study concludes that strengthening collaboration between universities and CBOs is essential for improving WIL practices and fostering more effective, contextually relevant experiences. It recommends the development of a structured supervision framework, grounded in a developmental approach, to enhance student engagement and support within community-based settings.