This study explores academic practice and student outcomes in three Marketing topics at an Australian university. A questionnaire collected data on approaches to learning and academic self efficacy, and data analysis sought to explore relationships between these two constructs as well as the effect of study after the topics. The research found a strong relationship between approach to learning and academic self efficacy, but surprisingly little support for work-integrated learning as a means of improving students’ self efficacy.

Keywords: work-integrated learning, approaches to learning, academic self efficacy