Individual Differences and Work Integrated Learning 1 Running Head: INDIVIDUAL DIFFERENCES AND WORK INTEGRATED LEARNING The Relationship between Perceptions of the Work Integrated Learning Environment, Transition to Practice Self-Efficacy and Professional Fit. The Moderating Role of Individual

Researchers have proposed that both environmental and individual differences influence the effectiveness of work integrated learning (Billett, 2007; Bell & Straw, 1989), yet quantitative research investigating this proposition is limited. Therefore, this study investigated how students’ perceptions of the work integrated learning support (i.e., social and structured support), and individual differences in proactive behaviour (i.e., positive framing and task negotiation), influenced transition to practice self-efficacy and professional fit. Longitudinal structural equation modelling (SEM) was conducted on a sample of final year nursing students (N=233) using data collected prior to, and following their final placement. The researchers found that students’ perception of the learning environment (viz. social and structured support) was positively related to professional fit and transition to practice self-efficacy. However, further analysis revealed that the relationship between work integrated learning support (viz. structured and social support) was moderated by the students’ levels of task negotiation and positive framing. For example, social support predicted transition to practice self-efficacy, but only at low levels of positive framing. Taken together, the results demonstrated that both individual and environmental factors are important in the prediction of work integrated learning outcomes. Implications for theory and practice are discussed. Individual Differences and Work Integrated Learning 3 The Relationship between Perceptions of the Work Integrated Learning Environment, Transition to Practice Self-Efficacy, and Professional Fit. The Moderating Role of Individual Differences. Work integrated learning (WIL) provides students’ with access to real-world experiences, and allows for the application of theory to practice (Allen, 2007; Billett, 2007, Calway & Murphy, 2007). While WIL has been found to improve students’ confidence (Dressler & Keeling, 2004), knowledge of the disciple (Eames, 2000), and integration with the profession (Wilson, 1989), limited research has focused on the dual effects of individual and environmental antecedents on WIL outcomes. Therefore, the current study proposes that transition to practice self-efficacy, and professional fit are important outcomes of WIL, and that individual (viz. task negotiation and positive framing) and environmental differences (viz. social and structured support) are the key antecedents (Billett, 2007; Bell & Straw, 1989: Jones, 1986; Ashford & Black, 1996; Kim, Cable & Kim, 2005; Crant, 2000). The aim of this study is to investigate the proposed relationships, which are based on a critique of the relevant theory and empirical research, using structural equation modelling. To achieve this aim, the following paper is structured around four objectives. First, a review of the theory and research pertaining to transition to practice self-efficacy and professional fit will be presented. These factors are argued to be important outcomes of WIL, which refer to students’ enculturation with the profession, and their confidence to make the transition to practice. Secondly, an integrative model will be presented that provides a schematic representation of the relationships between environmental (viz. social and structured support) and individual (viz. positive framing and task negotiation) differences, transition to practice self-efficacy and professional fit. Third, a short review of Individual Differences and Work Integrated Learning 4 the theoretical and empirical research that supports these relationships will be provided. Finally, the integrative model is then investigated using structural equation modelling, and implications for theory and practice are discussed. Transition to Practice Self Efficacy Transition to practice self-efficacy refers to the perceptions of competence across the skills and abilities that are important for university graduates entering the workforce. This construct has considerable utility in explaining students’ performance following undergraduate training (Bandura, 1997; Saks, 1995). For instance, Gist and Mitchell (1992) argued that those with high self-efficacy persist and overcome challenges within their environment. Furthermore, those with high levels of self-efficacy exert effort to proactively cope with stress, persevere through setbacks, and execute the required action to perform effectively during the transition to practice. A basic tenet of the theory is that ‘vicarious learning’ and ‘enactive mastery’ improves self-efficacy beliefs (Bandura, 1997). Broadly, there are two reasons why WIL provides an opportunity for both of these processes to occur. First, vicarious learning is based on the chances for the student to observe, and model, the behaviours of other professionals, which is considered to be a main component of WIL placements. Furthermore, through providing opportunities for the application of theory and skills to practice, it can be argued that WIL placements facilitate enactive mastery. For these reasons, the quality of the WIL experience helps to shape efficacy beliefs. Empirical research has supported the theoretical propositions underlying selfefficacy. For example, Saks (1995) conducted a longitudinal study investigating the relationship between the training of accountants and their adjustment to the workplace following graduation. The results of the study identified that the relationship between Individual Differences and Work Integrated Learning 5 training and ability to cope was mediated by self-efficacy. In a similar study, Heuven, Bakker, Schaufel & Huisman, (2006) found that self-efficacy moderated the relationship between stressful encounters at work and burnout. Specifically, those who had high self-efficacy were better able to cope with the demands of work, thus reducing the chance of burnout. Collectively, this pattern of results suggests that self-efficacy is an important outcome of WIL, through explaining how early experiences affect future performance. Professional Fit The construct of professional fit describes the extent to which an individual perceives match or congruence with the culture of the profession, and can be argued as an important outcome of WIL. Broadly, “culture is the collective programming of mind which distinguishes members of one category of people from another” (Hofstede, 1984, pp. 51). This ‘programming of mind’ is governed by its own, unique set of norms, values, and goals, which guide day-to-day interactions, attitudes, and behaviours within the profession (Schien, 1971). These guiding principles typically reside under the surface of observable behaviour, thus one of the challenges for student is to uncover these principals, so that they can behave consistently, and become accepted, by the group. Researchers have argued that uncovering the factors that constitute professional culture occurs through social and symbolic interactions with members of the group (Crant, 2000; Reichers, 1987). Given that WIL provides access to these social exchanges, it is argued that the quality of the experience can influence the students’ perceptions of profession fit. Empirical research has supported the importance of cultural fit across several contexts. A recent meta-analysis conducted by Kristof-Brown, Zimmeman and Johnson (2005) found that newcomers’ identification with the culture of the organisation (viz. Individual Differences and Work Integrated Learning 6 person-organisation fit) resulted in an increased level of attraction, commitment, and intentions to remain with the organisation. These results have been extended to the professional setting. For example, Lai (2008) demonstrated the importance of fit with the culture of the profession. One year following graduation, the scholar compared groups of nursing professionals who intended on staying with the profession, with those who did not. The scholar found a significant difference between both groups based upon the degree to which the individuals identified with the values of the profession. Although professional fit was not studied directly, this research demonstrated the importance of identifying with the culture of the profession, and its relationship to commitment and turnover. Taken together, these results identify professional fit as an important outcome for the longer-term retention and commitment of students to the occupation. The antecedents of professional fit and transition to practice self-efficacy The study of the antecedents of professional fit and transition to practice selfefficacy may offer additional means of guiding practices that help to improve these outcomes. Yet a paucity of research exists that attempts to investigate the antecedents within the WIL context. Therefore, the second aim of this study was to propose an integrative framework that identifies the causes of professional fit and transition to practice self-efficacy, which is depicted in figure 1. Individual Differences and Work Integrated Learning 7 Figure 1. The antecedents of professional fit and transition to practice self-efficacy. Two broad categories of antecedents are included in the model depicted in figure 1 (viz. individual and environmental differences). This is consistent with a common thread within the WIL and industrial/organisational psychology literature that suggests that both individual and environmental factors influence outcomes (Billett, 2007; Bell & Straw, 1989: Jones, 1986; Ashford & Black, 1996; Kim, Cable & Kim, 2005; Crant, 2000). The first set depicts contextual factors of social and structured support, which have been proposed to influence the quality of the learning experience. The second set of individual differences variables include task negotiation and positive framing, which have been identified as two proactive behaviours that may influence students’ WIL experience. The following section of this review considers the theoret