Scaffolded Framework to Build Student Resilience in Work-Based Learning at FTKIP-UTeM Malaysia

Work-Based Learning (WBL) is an educational model that emphasises hands-on industry training to prepare students for professional demands. However, many students experience a mismatch between their abilities and industry expectations, often requesting placement changes within the first six months. This paper adopts an autoethnographic approach, drawing on three cohorts of engineering students to reveal a recurring pattern of narrative manipulation aimed at exiting WBL placements. These behaviours often stem from struggles in managing the socio-emotional realities of work life. In response, this study critiques overly structural WBL models and introduces the WBL Scaffolded Resilience Management (WSREM) framework, a multi-semester intervention beginning in the first semester. Each term, the WBL coordinator visits classrooms to share real-world narratives and set expectations for future placements. Students are briefed on the mental and physical readiness required to navigate a one-year WBL experience. Initial implementation of the framework revealed high dropout intentions where nine students in the first year and six in the second. However, in the third year, only two students considered early withdrawal, highlighting the framework’s effectiveness. The WSREM approach, grounded in progressive advising, expectation setting, and peer-to-peer storytelling, equips students with the resilience and behavioural awareness needed to face, rather than escape, workplace challenges. This project is developed based on a case study conducted at the Faculty Teknologi dan Kejuruteraan Industri dan Pembuatan (FTKIP), Universiti Teknikal Malaysia Melaka (UTeM), providing a Malaysian perspective on enhancing WBL resilience through structured emotional and behavioural preparation.

Work-Based Learning (WBL), Student Resilience

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