Exploring Students’ Experiences and the Roles of Onsite and Academic Staff Supervisors in Field Attachments for Career Preparedness in Arusha City, Tanzania

Abstract

This study explores the experiences of students and the roles of onsite and academic staff supervisors in enhancing career preparedness during field attachments in higher learning institutions in Arusha City, Tanzania. Field attachments are intended to bridge the gap between theory and practice, yet many graduates continue to report inadequate readiness for employment resulting from uncoordinated supervision between academic supervisors and onsite mentors. Experiential Learning Theory guides the study as the primary framework, complemented by Mentorship Theory and Social Learning Theory. A qualitative phenomenological design under an interpretivist philosophy was employed to capture participants’ lived experiences. Specifically, the study focused on understanding students’ perceptions of field attachment, assessing the roles of both onsite and academic staff supervisors, and identifying challenges affecting skill development and job readiness. The target population comprised final- third-year students, onsite supervisors, and academic supervisors engaged in field attachments in Arusha city. A purposive sampling technique was used where a sample size of 18 participants, including six students, six onsite supervisors, and six academic supervisors, was determined by the level of data saturation. Data were collected through semi-structured interviews conducted between July 1 and July 31, 2025, and analysed thematically. Findings reveal that daily guidance, consistent feedback, and alignment of tasks with academic objectives enhance students’ confidence, skills, and employability, while limited academic visits, workload pressures, and coordination gaps hinder preparedness for the labour market. The study concludes that well-structured, and coordinated supervision is essential in shaping students’ practical learning outcomes. It recommends for higher learning institutions in Tanzania to strengthen coordination between supervisors, ensuring the field attachment reflects labour market demands.