International work-integrated learning programs: Insights from the in-country partners

Work-integrated learning programs for higher education students that involve an international component require people in the recipient countries (in-country partners) agreeing to host and engage with the students. Yet research on these programs has focused almost exclusively on the participating students. Thus, the aim of this study was to focus on the in-country partners and gain further understanding about who they are, and how they perceive and experience these programs. Interviews with twelve in-country partners from the Indo-Pacific revealed that in-country partners are professionals contributing significant time and resources, their reputation, and cultural knowledge towards these programs. While they value the energy and ideas the students bring, they are concerned about inadequate cultural preparation of students, and the unilateral nature of the arrangements they have with higher education institutions. Future programs would benefit from including more of the in-country partner’s ‘voice’ in program design and development.