How should work-integrated learning supervisors support their students? Findings from a mixed methods study | Work-Learn Institute

How can supervisors best support co-op students?

Work-integrated learning (WIL) experiences, including co-op and internship programs, allow students to develop skills in real workplace settings. A major factor shaping the quality of these learning experiences is the support students receive from their workplace supervisors.

This study examines what types of supervision co-op students find most valuable, where support is lacking, and how supervisors can strengthen students’ learning and well being. The results informed the development of a practical framework, the 4C Model, which outlines four essential dimensions of effective supervision.

About the research:

The research gathered feedback from 323 co-op students during their work terms. Students evaluated:

How important various types of supervisor support were to their learning
How often they actually received these supports

Support categories included: communication, feedback, clarity of expectations, opportunities for skill development, and care for student well-being.

Students also provided written comments about improvements they hoped supervisors would make. By integrating quantitative ratings with qualitative feedback, the study offers a comprehensive picture of students’ lived experiences in co-op workplaces.

What students value most:

Students consistently emphasized the importance of relational and instructional support. The highest rated needs were:

Respectful treatment
Opportunities to learn and build new skills
Constructive, actionable feedback
Supervisors who demonstrate care for students’ well being
Clear guidance on job tasks and expectations

Although many supervisors provided these forms of support, students reported variability in consistency and depth.

Two main gaps emerged:

1. Constructive feedback

Students strongly valued feedback but felt they received too little of it or that the feedback lacked the specificity needed to support improvement.

2. Clarity and guidance

Students desired clearer expectations, especially early in the work term. Some felt they were given significant independence before they had the information or confidence needed to perform effectively.

The 4C Model

Drawing on survey results and student comments, the study proposes the 4C Model, which highlights four interconnected ways supervisors can enhance student learning and experience.

1. Create meaningful work

Students benefit most when tasks feel purposeful and connected to the organization’s goals. Supervisors can:

Align tasks with student interests where possible
Offer opportunities for skill development
Provide context for why the work matters

2. Communicate regularly and effectively

Ongoing communication is essential for learning and confidence. Effective practices include:

Clear expectations and instructions
Regular check ins
Timely, constructive feedback

3. Connect students to the organization

Students feel more supported when they have a sense of belonging. Supervisors can help by:

Facilitating introductions
Encouraging participation in team activities
Creating opportunities for students to collaborate

4. Care about students

Respect, empathy, and attention to well being foster a positive learning environment. Demonstrating care helps students feel valued, confident, and comfortable seeking guidance.

Why this matters:

WIL experiences are designed to promote learning, confidence, professional growth, and career readiness. This research shows that effective supervision does not depend on large organizational changes. Instead, small, intentional practices, guided by the 4C Model can considerably improve student outcomes.

By focusing on meaningful work, communication, connection, and care, supervisors can create supportive environments that enhance student learning and contribute to successful WIL experiences.