David Drewery
Biographic Data
| ID | 2160114 |
|---|---|
| NAME | David Drewery |
| GIVEN NAMES | David |
| FAMILY NAME | Drewery |
| SIGNATURE | DREWERY D |
| AFFILIATIONS | University of Waterloo |
| ORCID | 0000-0001-9211-4520 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Six Essential Elements of High-Quality Work-Integrated Learning Experiences
This study identified six essential elements of high-quality work-integrated learning (WIL) experiences through a thematic analysis of interviews with 30 higher education students from a variety of academic disciplines who participated in multiple forms of WIL (co-operative education, clinical placements, community service-learning, internships, and professional experience) at three institutions in three countries. In doing so, the study adds to …
How should work-integrated learning supervisors support their students? A concurrent triangulated mixed-method study
Supervisor support is essential to the success of work-integrated learning (WIL) experiences, yet previous research suggests supervisors need more practical guidance on supporting students. This paper aims to identify the areas of supervisor support that need the most improvement through a concurrent triangulated mixed-method research design. Quantitative and qualitative data were collected via an online cross-sectional survey of co-operative edu…
I wasn’t my authentic self
This study explores how students from equity-deserving groups (EDGs) manage concealable stigmatized identities during placement-based work-integrated learning (WIL). Through thematic analysis of interviews with 36 participants, we identify students’ motivations for identity concealment or disclosure, the strategies they use, the impacts on their WIL experiences, and their recommendations for institutional support. Students concealed identities to…
Can a work-readiness program mitigate unemployment scarring
Using a two-year-long longitudinal dataset that follows co-operative education (co-op) students’ employment situations, this paper examines how unemployment in the first scheduled co-op work term is associated with un(der)employment in subsequent work terms. Drawing from unemployment scarring theory, the paper also investigates the role of a work-readiness intervention in reversing the potentially negative consequences of unemployment in the firs…
Work-integrated learning for students with disabilities
The global push towards widening participation for equity cohorts, including students with disabilities, is promising, but it is yet to translate into improved employment experiences. In this commentary, we highlight what higher education institutions must now do to drive meaningful change and better support students with disabilities’ workforce transitions. In doing so, we advocate for a much-needed change towards inclusive work-integrated learn…
How socioeconomic status shapes the association of social leisure with well-being
Socioeconomic status (SES) or social class and leisure are closely linked, with leisure often seen as a marker of social class or social class constraining or facilitating access to leisure. Another way to examine social class and leisure is to consider the psychological impact of SES. Themes of individualism and collectivism have been linked to social class, namely, those with lower SES value collectivism and those with higher SES value individu…
Signaling ‘student-oriented’ job opportunities enhances job attractiveness in work-integrated learning programs
Employers are essential partners in sustainable work-integrated learning (WIL) programs. They aim to recruit talented students, and they create recruitment messages (e.g., job advertisements) to achieve this goal. Signaling theory suggests that aligning recruitment messages with WIL students’ interests will enhance job attractiveness. This study conceptualized such interests as ‘student-oriented’ opportunities: opportunities for learning, making …
Modeling a Demonstration Effect
The purpose of this study was to identify cognitive and affective mechanisms by which the experience of live sport spectating might inspire new sport participation. A conceptual model of demonstration effects that explored relationships among cognitive dimensions of spectators' consumptive experiences (i.e., fantasy, flow, evaluation, aesthetics and physical attractiveness), an affective state of inspiration, and intention to try a sport on displ…
Modelling activity novelty and adolescent females’ subjective well-being during a winter holiday
Leisure research on adolescent females’ holiday experiences, and how these experiences may contribute to their happiness is scarce. Recent work in the area of positive psychology has suggested that novelty within an experience may enhance positive emotions and life satisfaction which together comprise subjective well-being (SWB), a common conceptualization of happiness. The purpose of this paper was to test the direct influence of activity novelt…
Modelling activity novelty and adolescent females’ subjective well-being during a winter holiday
Leisure research on adolescent females’ holiday experiences, and how these experiences may contribute to their happiness is scarce. Recent work in the area of positive psychology has suggested that novelty within an experience may enhance positive emotions and life satisfaction which together comprise subjective well-being (SWB), a common conceptualization of happiness. The purpose of this paper was to test the direct influence of activity novelt…
How socioeconomic status shapes the association of social leisure with well-being
Socioeconomic status (SES) or social class and leisure are closely linked, with leisure often seen as a marker of social class or social class constraining or facilitating access to leisure. Another way to examine social class and leisure is to consider the psychological impact of SES. Themes of individualism and collectivism have been linked to social class, namely, those with lower SES value collectivism and those with higher SES value individu…
Modelling activity novelty and adolescent females’ subjective well-being during a winter holiday
Leisure research on adolescent females’ holiday experiences, and how these experiences may contribute to their happiness is scarce. Recent work in the area of positive psychology has suggested that novelty within an experience may enhance positive emotions and life satisfaction which together comprise subjective well-being (SWB), a common conceptualization of happiness. The purpose of this paper was to test the direct influence of activity novelt…
Modeling a Demonstration Effect
The purpose of this study was to identify cognitive and affective mechanisms by which the experience of live sport spectating might inspire new sport participation. A conceptual model of demonstration effects that explored relationships among cognitive dimensions of spectators' consumptive experiences (i.e., fantasy, flow, evaluation, aesthetics and physical attractiveness), an affective state of inspiration, and intention to try a sport on displ…
Signaling ‘student-oriented’ job opportunities enhances job attractiveness in work-integrated learning programs
Employers are essential partners in sustainable work-integrated learning (WIL) programs. They aim to recruit talented students, and they create recruitment messages (e.g., job advertisements) to achieve this goal. Signaling theory suggests that aligning recruitment messages with WIL students’ interests will enhance job attractiveness. This study conceptualized such interests as ‘student-oriented’ opportunities: opportunities for learning, making …
How socioeconomic status shapes the association of social leisure with well-being
Socioeconomic status (SES) or social class and leisure are closely linked, with leisure often seen as a marker of social class or social class constraining or facilitating access to leisure. Another way to examine social class and leisure is to consider the psychological impact of SES. Themes of individualism and collectivism have been linked to social class, namely, those with lower SES value collectivism and those with higher SES value individu…
Work-integrated learning for students with disabilities
The global push towards widening participation for equity cohorts, including students with disabilities, is promising, but it is yet to translate into improved employment experiences. In this commentary, we highlight what higher education institutions must now do to drive meaningful change and better support students with disabilities’ workforce transitions. In doing so, we advocate for a much-needed change towards inclusive work-integrated learn…
How should work-integrated learning supervisors support their students? A concurrent triangulated mixed-method study
Supervisor support is essential to the success of work-integrated learning (WIL) experiences, yet previous research suggests supervisors need more practical guidance on supporting students. This paper aims to identify the areas of supervisor support that need the most improvement through a concurrent triangulated mixed-method research design. Quantitative and qualitative data were collected via an online cross-sectional survey of co-operative edu…
I wasn’t my authentic self
This study explores how students from equity-deserving groups (EDGs) manage concealable stigmatized identities during placement-based work-integrated learning (WIL). Through thematic analysis of interviews with 36 participants, we identify students’ motivations for identity concealment or disclosure, the strategies they use, the impacts on their WIL experiences, and their recommendations for institutional support. Students concealed identities to…
Can a work-readiness program mitigate unemployment scarring
Using a two-year-long longitudinal dataset that follows co-operative education (co-op) students’ employment situations, this paper examines how unemployment in the first scheduled co-op work term is associated with un(der)employment in subsequent work terms. Drawing from unemployment scarring theory, the paper also investigates the role of a work-readiness intervention in reversing the potentially negative consequences of unemployment in the firs…
Six Essential Elements of High-Quality Work-Integrated Learning Experiences
This study identified six essential elements of high-quality work-integrated learning (WIL) experiences through a thematic analysis of interviews with 30 higher education students from a variety of academic disciplines who participated in multiple forms of WIL (co-operative education, clinical placements, community service-learning, internships, and professional experience) at three institutions in three countries. In doing so, the study adds to …
Psychology (8 works) · Social Psychology (5 works) · Higher education (4 works) · Higher Education and Employability (4 works) · Political science (4 works) · Developmental psychology (3 works) · Engineering (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Social Psychology (3 works)