Work Integrated Learning Research Papers (original) (raw)

Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering initial teacher education programmes are themselves a product of a schooling system in which many inequalities and marginalising practices are still prevalent. In this paper, we present an analysis of the extent to which prospective teachers' personal experiences within the schooling system influences their perceptions about the benefits and drawbacks of two common organisational arrangements made for learners who experience barriers to their learning. The analysis of empirical data from a questionnaire and individual interviews reveals that participants who had personally observed or experienced such arrangements had fixed views about their benefits or drawbacks. We consider the implications of this finding for teacher education programmes that seek to produce teachers who can teach inclusively in the complexities of South African schools.

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- Teacher Education, Work-Based Learning, Inclusive Education, Work Integrated Learning

Employer Reflections of Work Integrated Learning (WIL) Students in the Culinary Sector Research shows students require a combination of technical and generic skills; however very little evidence exists related to the catering sector. This study investigates the reflections of employers who offer work integrated learning opportunities to culinary students in the catering sector. The research was conducted using pre-test research design, which included survey questionnaires, interviews and a student requirements guide. The research was conducted with a small sample of owners and managers of catering businesses within the Wellington region of New Zealand. This study reports on the employers' reflections on what they consider to be the most important skills and attributes catering businesses value when employing students for WIL. The results provide insight into the catering industry requirements of students when they embark on WIL. The implication for students and the academic culinary arts programme are also presented as well as recommendations for future research.

- by Chantal Pillay Arpe
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- Employer Needs, Work Integrated Learning

As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet graduate profile criteria through alternative means such as virtual or simulated WIL experiences The literature shows there are many models of WIL beyond conventional work placements Therefore, a meta-analysis was conducted of these WIL models, to provide a complied synthesis of existing practice from within the WIL field specifically focused on two books, the International Journal of Work-Integrated Learning, and three national WIL association conference publications The trends and qualities that emerge from the meta-analysis of existing practice can inform the redevelopment across the different modes of conventional, remote, virtual, and ...

- by Karsten Zegwaard
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- Work Integrated Learning

This paper investigates the perception of corporate managers regarding employability skills of management students undertaking summer internship with them. The study is divided into two parts wherein the first part consists of literature review and in-depth interviews of senior managers, and it is devoted to identifying critical parameters that affect employability of management students. The second part of research consists of a survey of 195 company supervisors who rated 405 intern students on the 22 items identified in the first part. The results indicate that intern students lacked in communication skills, problem solving ability, analytical skills and business understanding but fared well in the other parameters like self-management, using [information and communications technology] ICT efficiently, people relations and team spirit, innovative approach and critical thinking, self-confidence and assertiveness and drive to learn.

- by indra meghrajani
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- Psychology, Higher Education, Skills Development, Work Integrated Learning

This paper introduces a new form of work integrated learning (WIL), one where students' previous experiences in the workplace are used as a basis for the integration of further conceptual and theoretical learnings. At a university level, WIL usually refers to practicums, internships and placements which enable students to develop work based skills, integrate theory with workplace practice, apply theoretically learned problem solving skills in the 'real world' and effectively become exposed to, and socialised into, the practices and expectations of the profession in which they are studying. The case study of the Murdoch Business School applied this concept in reverse. Students were required to use their existing work-based experiences to question the applicability of the University learning they had undertaken in business-related topic areas. Learning outcomes were focussed on students evaluating and reflecting on the 'authenticity' and relevance of their University-based learning when mapped against their current 'real world' work experiences. The students were asked to assess, question and integrate their individual (and collective) work-based experiences and acquired real-life knowledge with their business-based university learning. The students reported a universally positive assessment of the unit. They concluded that the learning topics within the unit had provided them with critical and personally useful insights into their own and the wider work environment. It also led to a deeper questioning of the university learning that they had received within their Business majors. A final question remains unresolved: does such a unit fit legitimately within the taxonomy of acceptable WIL definitions? Keywords: work integrated learning; student centred learning; reverse mapping; integration of learning and practice

- by Donell Holloway
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- Multimedia, Work Integrated Learning, Virtual, Knowledge Conversion

Voluntourism has been a hot topic in the development sector for the last years, after a boom in people trying out " hands-on " experiences in "third world" countries. In this submission, more than adding a critical voice against voluntourism in Experiential Learning programs, I want to share my experience in the field. In this paper, I describe the educational resources that were created to forego unequal structures to give away instead, the implementation of responsible volunteer programs.

- by Cate Gribble and +1
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- International Education, Graduate employment, Teaching International Students, International Students

It is believed that many graduates coming from Construction Management undergraduate programs are not yet ready to meet the dynamic needs and demands of the Building and Construction Industry. For Higher Education institutions i.e Universities this poses a unique challenge on how to integrate experiential learning into a construction management undergraduate framework. Work Integrated Learning seems to be the most effective way of instilling the requirements of Industry as learning outcomes which a student needs to achieve. Many barriers inflict the overall integration effort and Work Integrated Learning is left as a voluntary addition to traditional curricular activities that a student may simply wish to adopt in addition to their core studies. An open ended problem is now left in where demands to produce more employable graduates are still being sought by Industry but Universities still primarily adopt their traditional methods of teaching. The purpose of this paper is to elaborate through the literature pertained on the different types of research undertakings that were carried out to discover what would be fundamentally required for a successful meshing of Work Integrated Learning within Construction Management undergraduate programs. Different models of Work Integrated Learning were overviewed to weigh the benefits and issues that are affiliated with such ventures. This paper holistically examines the different attributes that would perhaps lead to further research on a successful Work Integrated Learning model that will not implicate in regards to feasibility for both the Universities of Higher Education and Enterprises of Industry.

- by Salvatore Nicolazzo
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- Work Integrated Learning

The creative industries sector is complex and competitive, characterised by non-linear career paths driven by the individual, thereby requiring participants to have strong networking and work creation capacities. This paper reports on key work integrated learning strategies designed to enhance the transition of graduates to the creative industries sector and increase their capacity to succeed within this rapidly growing area of the global economy. Following contextualisation of the key issues, data gathered from employers and graduates in regional northern Australia is presented. A recently developed curriculum task is then described, which requires students to research and network directly with professional practitioners in the creative industries. Feedback on the process is presented and which reveals that, while challenging, it assists students in breaking down conceptual barriers to industry and improves their overall preparation for sustainable work in the sector.

- by Ryan Daniel
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- Arts Education, Creative Industries, Networking, Work Integrated Learning

The introduction of an apprenticeship levy for employers with a payroll above £3m in 2017 has transformed the landscape for higher-level skills in the UK. While there is some evidence of the economic benefits of higher education, it seems to be largely operating to reproduce economic position rather than as an agent of social mobility. At the same time, UK employers have made it clear that graduates do not possess the range of skills that they require and yet have a poor record of investing in the development of their employees. In this problematized context, degree apprenticeships can operate to creatively disrupt our understanding of the relationship between higher education and work. Assumptions about the presumed differences between academic and professional standards, knowledge and competence, on-and-off-the- job learning are all challenged by the introduction of degree apprenticeships. Can universities overcome these challenges to rethink the role of higher education as the worlds of work and learning align?

Assessment of student learning is a crucial part of quality work-integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases) managing the involvement of an external partner in the assessment process. This paper investigates academic workload implications of WIL assessment for staff at an Australian university. Over two years 34 WIL courses were surveyed, with 30 staff interviewed over a wider three-year period. Analysis of survey data reveals assessment of student learning is the largest single contributor to academic workload in WIL courses, with qualitative data providing some insight into the reasons for this. This paper reports findings from the study, noting implications and recommendations for practice, policy and future research. Universities both within Australia and internationally are scaling up their work-integrated learning (WIL) initiatives with a view to promoting employability, work readiness and citizenship outcomes for their graduates (Smith, Ferns, & Russell, 2014; Smigiel, Macleod, & Stephenson, 2015; Sachs & Clark, 2017). The scaling up of WIL has prompted discussion around the development and sustainability of such programs, given anecdotal evidence of the significant workload implications of this form of student learning for university staff. WIL is not specifically accounted for in many academic workload models (Emslie, 2011) and there is a scarcity of research explicitly investigating workload associated with WIL design and delivery (Clark, Rowe, Cantori, Bilgin, & Mukuria, 2016). The few available studies tend to focus on the workload implications of particular types of WIL. For example, Bulot and Johnson (2006) investigated delivery of service learning courses, estimating that workload commitments could require up to 10 extra hours a week (4.5 hours/week on average). More recently, Acton, Chipman, Lunden, and Schmitz (2015) investigated faculty workload associated with simulations in surgical education. Sixty percent of surgical program directors reported a slight increase, and 33% reported a significant increase to the average faculty member's workload, following the introduction of simulation requirements. While these studies shed light on the workload implications of some particular forms of WIL, they are not necessarily representative of the great diversity of delivery and assessment modes in WIL. WIL can encompass a range of experience and practice based activities including internships, teacher practicums, project work, simulations, international/clinical placements, and mentoring, each of which can entail very different approaches to curriculum design, teaching, assessment, student preparation and support. In light of the evidence gap, there is a need to better understand the impact of various models and/or modes of WIL delivery on academic workloads. In response to the above issues and lack of publicly available information (in both literature and practice) on the workload implications of WIL, a study was initiated at an Australian

- by Ayse Bilgin and +2
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- Assessment in Higher Education, Work Integrated Learning, Academic Workloads

This book positions the ePortfolio (eP) as a mode of innovative practice that benefits pedagogical thinking and action. In the current chapter we investigate educators’ roles as facilitators in the process of eP development. Specifically, we write from our experience with final-year writing students whose simultaneous eP development, industry placement, career-focussed workshops and online blog provided unique opportunities for both them and us to explore their imminent transition into the workforce. In this project we saw students negotiate their identities within what became a blended learning community of practice (CoP). As members of this community we found ourselves as facilitators and guides rather than teachers. Reflections, blog posts and ePortfolios formed a dataset from which we were later able to analyse this process from a pedagogical and scholarly perspective.
Within the chapter we share findings from the project and describe the characteristics that we believe led to a mediated environment in which students developed self and career identities through their eP thinking. Our key findings were two-fold. First, the ability to “experience” multiple workplaces through their online interactions with peers led students to develop a broader preview of possible future selves (Markus & Nurius, 1986) and to develop their ePortfolios in line with these possibilities. Second, the group process and modelling of CoP behaviours fostered complex reflective thinking skills in individual students.

- by Rachel Robertson and +1
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- Teaching and Learning, Self and Identity, Higher Education, Learning and Teaching
- by Olga Junek and +1
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- Management Education, Work Integrated Learning, Experiential Learning

- by Ethel Curaraton
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- Engineering, STEM Education, Employability Skills, Work Integrated Learning
- by Cate Gribble
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- Work Integrated Learning

This paper grapples with some of the key questions facing those who wish to ensure that Canadian students have access to the kind of STEM learning they will need to succeed in the economies and societies of the 21st century – whether it be as innovators working on the cutting edge of technological advancement or as citizens participating fully in the life of their communities. This paper is also a part of the larger Canada 2067 project. Initiated by Let’s Talk Science, Canada 2067 is a unique national initiative designed to shape the future of Canadian STEM learning, with a focus on Kindergarten to Grade 12. Using the perspectives and opinions of Canadians, Canada 2067 will develop an action plan and a national vision for STEM learning aimed at ensuring young Canadians are prepared to compete, thrive and contribute in the rapidly changing world of tomorrow.

In the Philippines, youth unemployment continues to hinder meaningful economic development due to job-skills mismatch, lack of knowledge and skills training, and work experiences. To address the problem, Department of Education's (DepEd) K to12 Program added two (2) years of Senior High School which is an advantage for students to develop relevant skills as early as high school. One of the goals of the K to 12 Basic Education Program is to develop the competencies, work ethic, and values relevant to pursuing further education and/or joining the world of work among learners. This study involved twenty-five (25) Grade 12 STEM strand students who were immersed in a science and technology-based industries. The work immersion lasted for eighty (80) hours where students performed different tasks assigned to them by the work immersion partner institution supervisors. The students' performance appraisal and evaluation were evaluated by their respective supervisors. Results showed that most of the students were evaluated outstanding and that their performance exceeds the required standard. The positive learning gains suggest that work immersion enables the students to acquire and develop the skills of teamwork, communication, attendance and punctuality, productivity and resilience, initiative and proactivity, judgment and decision making, dependability and reliability, attitude, and professionalism. Moreover, the students perceived their experiences as an avenue to test themselves and apply what they have learned in a non-school scenario where they were not only able to apply their previous training but are also able to experience the social interactions in a work environment. Their experiences in science-based work immersion partner institutions developed many skills and values that would help them as they move from high school to real life.

Abstract Purpose This paper investigates areas for improvement in internship practices from the perspectives of key stakeholders, such as university department leaders, host company leaders, lecturers, work supervisors, graduates, and... more

The WIL Project was undertaken in 2010 to develop a new Work Integrated Learning (WIL) Policy using the staged University Policy Development Cycle. This cyclerepresents an adaptation of the stepped policy development process depicted in the AustralianPolicy Cycle (Althaus, Bridgman and Davis, 2007). This paper examines the processundertaken to examine two key research questions – What is the University of Tasmania’sposition regarding WIL; and How should these guiding principles be reflected in formalpolicy documentation? The project involved a number of elements, including a WIL ProjectManager, a WIL Working Party, a literature review, data collection, benchmarking as policylearning (Lundvall and Tomlinson, 2002; Paasi, 2005), WIL Discussion Forums, and anextensive series of interviews. The project dovetailed with the Centre for the Advancement of Learning and Teaching (CALT) WIL Provocations Symposium. Consultations anddeliberations involved collegial governance structures. This paper reveals the diversity inwork-related curriculum offerings and disciplinary approaches at Australian universities, andsuggests that establishing clear definitions is an important step towards developing minimumacademic standards or obligations. This paper reports tensions between University-wideumbrella policy provisions and requirements by local academic sections for a high degree of specificity. This paper suggests that the process of asking complex academic policy questionsis self-perpetuating, as more questions are raised which demand policy responses. Finally, indeveloping a uniquely University of Tasmania approach to work integrated learning, theproject confirmed the importance of ongoing dialogue and collegial governance to guide learning and teaching policy development.

- by Brigid Freeman and +2
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- Policy and Practice as/in Higher Education, Higher Education Policy, Work Integrated Learning

While work-integrated learning (WIL) continues to gain prominence worldwide, the range of definitions indicates no consensus on what it actually includes. This contributes to a creative space in which to uncover its more nuanced forms and potential. Despite the range of available definitions there appears to be an emphasis on WIL at the level
of post-schooling, at the expense of considering its relationship with school curriculum policy. This mirrors the emphasis that many countries seem to place on exit level education outcomes or achievement and can be criticised along the same lines. In response to the paucity of knowledge around WIL at school level, we consider a Legitimation Code Theory perspective on ‘work-integrated learning’ in school science curriculum policy. We provide a general overview of Karl Maton’s Legitimation Code Theory, paying particular focus on the notion of semantic gravity. With the South African school physical sciences as the case in this qualitative curriculum study, the paper uncovers aspects of school science education curriculum which align it to the precepts of work-integrated learning. The paper reveals the utility of Legitimation Code Theory for uncovering epistemic shifts in school science curriculum that contribute to bridging science theory and contextualised practical knowledge. The results of the study provide insight into the epistemological contribution of work integrating learning, suggesting a complimentary relationship between formal education and work-integrated learning that goes beyond the notion of the former simply including the latter as a stepping stone towards meaningful engagement in the workplace.

- by Kathy Henschke
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- Assessment in Higher Education, Work Integrated Learning

Recently, the New Zealand Ministry of Education has focused on the linking of employability outcomes with the engagement with tertiary education. Such governmental-level focus on employability is mirrored internationally and prompted considerable research activity in employability skills, transferable skills, and employability outcomes (Rowe & Zegwaard, 2017). In response, universities are actively mapping their curricular learning activities to employability skills with the assumption that employability skills results in better employability outcomes (Bates & Hayes, 2017; Jackson, 2013; Kaider, Hains-Wesson, & Young, 2017). Many universities internationally (and in New Zealand) are identifying work-integrated learning (WIL) as a valuable pathway of directly linking learning with employability skills and employability outcomes (Jackson, 2013, 2015).
Several years ago, the University of Waikato commenced a major curricular review and redesign – the first year of rollout of the new curriculum occurred at the start of 2018. As part of the new curricular framework, all students enrolled in an undergraduate degree must complete at least one paper/course (15pt credits out of either a 360 or 480 credit degree) in work-integrated learning. The University of Waikato is the first New Zealand university to make this compulsory for all undergraduate students. Other New Zealand universities are making similar moves and there are international examples already in place such as University of Cincinnati (Cedercreutz et al., 2017) and Macquarie University (Clark, 2017).
With the University of Waikato’s increased focus on employability and curricular redesign, the question arose of what competencies science and engineering employers perceive as important graduates entering the workplace. Such information would inform the curricular design of the science and engineering degrees. In 2002, such study was completed by Coll, Zegwaard, and Hodges (2002) and helped to inform the science and technology curriculum design (Coll & Zegwaard, 2006). This study was useful in informing science and engineering curriculum and allowed for the development of a work performance assessment framework (Zegwaard, Coll, & Hodges, 2003). However, this study was completed 16 years ago and science and engineering employers’ perceptions may since have shifted.
Presented here is a study which (re)investigated graduate competencies desired by New Zealand science and engineering employers. These employers were asked to rate the importance of 26 competencies for science and engineering graduates entering the workplace today and in 10 years’ time. The research also asked how well graduates are currently performing at each of these competencies, where the difference between expectation (importance) and performance indicates the skill-gap of current graduates. Comparisons with the findings here are done with the findings from Coll et al. (2002) study.

- by Elaine Khoo
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- Higher Education, Work Integrated Learning, Graduate employability, Science Graduates
- by Kathy Henschke
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- Curriculum Development, Work Integrated Learning

This chapter will advance the argument that Work Integrated Learning (WIL) can reinforce active citizenship as illustrated with an example from the South African context. WIL is an approach that holds that students will learn better in a program that integrates theoretical knowledge in the classroom with practical knowledge in the workplace. While WIL is not inherently orientated towards building active citizenship, the strategic use of WIL can result in learning outcomes very similar to civic engagement pedagogy, particularly when conceptualized as a collaborative and participatory form of community-based research. This claim is demonstrated through reflection on a research project conducted by master's candidates at the University of the Western Cape in Cape Town, South Africa, in conjunction with a human rights NGO, the Black Sash. The research required students, supported by Black Sash field-workers, to run participatory workshops in various poor communities to explore the impact of the privatization of the social grant payment system in South Africa. We show how the project reinforced the ideas and practices of active citizenship for the students involved and for the fieldworkers from Black Sash with whom they worked. Thus, while not intrinsic to WIL, active citizenship can be built through the strategic use of WIL programs to conduct community-based research or community engagement activities.

This chapter discusses various opportunities of Web 2.0 technologies and,
specifically, how they can facilitate the improved delivery of work-integrated
learning (WIL). Issues that arise with the use of Web 2.0 technologies and their
solutions will also be discussed. Finally, some of the more novel applications
proposed by the literature, such as Web 3.0, which could be employed to
ensure the future success of WIL implementation are considered.
The chapter begins by introducing some of the key issues related to the
adoption of e-portfolio systems for WIL. These issues have been informed by
previous case study chapters in this book. Then a justification for the use of
Web 2.0 technologies are put forward as a solution to many of the challenges
identified with using e-portfolios for WIL. As with any proposed solution,
Web 2.0 has its shortcomings, which are also identified in this chapter. The
final section provides a discussion of some of the emerging technologies and
concepts that could lead to future advancements in the delivery of WIL, both from the perspective of learners and academics.

- by Helen Giggins
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- Web 2.0, Built Environment, Placements, E-Portfolios

Many tertiary institutions use group project courses as capstones for their engineering, software engineering, computer science and informatics degree programs. These courses give students the opportunity to put together the jigsaw that is their
learning from the apparently disparate pieces they have collected throughout their degree program and to gain some experience dealing with team issues. Benefits to students from participating in such courses are well documented. Not so well documented, however, are the benefits flowing to industry from participating in such programs. This paper describes the benefits one local company has derived from its participation in our third and fourth year software engineering group project course. We also draw conclusions about the model that has enabled benefits to flow to all involved – students, industrial partner and educational institution.

- by Lynette Johns-Boast and +1
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- Design education, Work Integrated Learning, Capstone Courses, For Capstone Project

Purpose
– This article explores stakeholder relationships in a marketing internship program to increase understanding of key stakeholder actions and expectations and to present a framework for program design and administration.
Method/Design and Sample
– Building on a literature review of work that surrounds internships and stakeholder theory, this paper utilizes a qualitative grounded theory approach to conduct an exploratory stakeholder analysis of key stakeholders to understand relationships in the design and delivery of a marketing internship program.
Results
– This study introduces a framework that aims to facilitate a more thorough and inclusive marketing internship program and suggests a more complete delivery approach through continued involvement of key stakeholders. Primary internship stakeholders include students, employers, and university faculty and administration. Secondary internship stakeholders that have a relevant association with a marketing internship program include parents, alumni, industry groups, and accrediting agencies.
Value to Marketing Educators
– This paper expands the application of stakeholder analysis to marketing education and establishes a framework for facilitating an inclusive marketing internship program. Results provide a greater understanding of primary internship stakeholders and offer a number of implications for marketing educators.

- by Jeff Hoyle and +1
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- Business, Public Relations, Stakeholder Analysis, Work Integrated Learning

This chapter makes an argument for the place of Work-Integrated
Learning (WIL) in tertiary language studies, with specific reference to the Spanish and German programs at the University of Melbourne. Incorporating WIL into our curricula has enabled us to connect students with local communities and cultural institutions, as well as provide them with work-relevant skills, in particular intercultural competence. Providing students with opportunities to develop work-relevant skills has seen us focus our energies not just on the more advanced-level language
subjects where students are clearly suited to placements and internships, but also on beginner- and intermediate-level language subjects. An advantage of this whole-of-curriculum approach is that students understand the contemporary relevance of language study from the outset of their degree. Language study is often seen as something that adds value to another core degree and, as we incorporate WIL into our curriculum, it is our hope that we are able to articulate more clearly the value of language study to our diverse cohort of students.

- by Kay L Are and +1
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- Spanish as a Foreign Language, Intercultural Competence, Work Integrated Learning, Teaching Spanish as a Foreign Language

The integration of work experience and learning in tertiary education is a complex issue for different stakeholders, including students, institutions, and employers. The provision of course-related work experience for international students is far more challenging as it involves issues of visa status, different cultural expectations, recognition/misrecognition of skills and experiences across cultures, English language competency, and local employers' attitudes toward international students. Even though there is a significant body of scholarly research on work-integrated learning in tertiary education, empirical research on this issue related to international students remains scarce. This article responds to a critical gap in the literature by examining the provision of course-related work experience for international students from both the teachers' and students' perspectives. It is derived from a 4-year research project funded by the Australian Research Council that includes 155 interviews with staff and international students and fieldwork from the Australian vocational education and training (VET) sector. Drawing on Bourdieu's notions of habitus and field as conceptual tools to interpret the empirical data, the research found work-integrated learning is unevenly distributed and inconsistently implemented across institutions. The article addresses the complex interplay between the student habitus and the habitus within the institutional field and the workplace field in shaping international students' work-integrated learning access and experience. Practical implications for institutions on how to improve access and experience to course-related work experience for international students are discussed in light of the findings of this research.

Nurse education in Australia has undergone a substantial transformation in the course of its
professional history. The use of experiential teaching and learning approaches in both pre and post
registration courses has escalated dramatically and resulted in the extensive use of hospital based
clinical experiences for student learning. The role of the clinical facilitator is used to provide stimulation
to the affective and cognitive domains of student professional development and additionally is often
used as a vehicle for student assessment.
While most tertiary nursing schools utilise hospital clinical experiences widely, few studies have
examined whether clinical facilitators have the necessary tools to effectively support and assess
students in the clinical environment. Although employed for their clinical expertise and understanding
of specific clinical contexts, facilitators are expected to have an understanding of experiential learning,
how it informs the undergraduate curriculum and be able to support the development of neophyte
nurses as they learn to apply theoretical concepts to the increasingly complex realm of patient care.
Additionally, clinical facilitators are often employed on a casual basis and as a consequence of the
casualisation of the facilitator workforce, universities are continually recruiting new clinical facilitators
to these positions.
This paper will explore a trial of facilitator education offered to clinical facilitators at the Queensland
University of Technology, School of Nursing campus in Brisbane, Australia. It will report on the use of
a series of student/facilitator “vignettes” created specifically for the purpose of facilitator education and
how these interactions have been embedded within a wider educational package to support facilitators
in their development as facilitators rather than teachers of nursing education. Finally, it will discuss the
implications of facilitator preparedness on their ability to support and assess nursing students as they
engage in the important transition from neophyte to registered nurse.

- by Christina Campbell and +1
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- Nursing, Nurse Education, Work Integrated Learning, Facilitators

Data mining in education is used to study data
and discover new patterns that can be used for decision
making. The classification algorithms are applied on
educational data set for predicting work integrated learning
placement based on student performance. J48, Bayes Net,
Naive Bayes, Simple Cart, and REPTREE algorithms are
applied to student data set to predict their performance for
placement in the work place. The decision tree from the
prediction shows likely students ready for placement in the
work environment. The research compares different data
mining techniques for classifying student’s based on data set
for the semester before final examinations.

This review, conducted on behalf of the Quality Assurance Agency for Higher Education (QAA), aims to identify what can be learned about effective approaches to the development and delivery of employer-sponsored, work-integrated higher education (HE) programmes. The term 'work-integrated' is used both as a broader term than 'work-based', and to emphasise connectedness of learning as opposed to academic and workplace learning taking place in parallel but independently of each other. The review seeks to inform practice regarding degrees that include workplace learning and are sponsored by an employer, and particularly the development of degree apprenticeships. Its focus is on programmes that lead to an undergraduate or postgraduate higher education qualification and contain a substantial period of work-integrated learning that contributes to the accredited outcomes of the programme. It excludes programmes with short work placements, and it is not specifically designed to inform practice related to the provision of foundation degrees or level 4 or 5 apprenticeships, although much of the discussion will be relevant to them as well as, in part, to shorter collaborative programmes.
The main focus of the review is on the factors that influence the quality and success (for students and for employers) of programmes. This includes how provision relates to entry and progression routes to higher-level occupations and professions; factors that influence successful employer engagement and collaboration; how programmes are structured and organised; and approaches to programme delivery, assessment and quality assurance. The review does not seek to identify a single model or approach, but aims to identify factors that are relevant and appropriate to the context and sector within which programmes are set.

Bangladesh is a fast growing economy and has managed to maintain an impressive annual average growth rate of above 6 percent over the last 10 years. Although there are almost 2 million young people who enter the job market every year, they often fail to meet the demands of the existing job market due to lack of adequate skills. Most of the graduates struggle to find a decent job as their skills fail to match the employers' expectations and needs. As the skill gap is brewing up creating a rise in unemployment, there is an urgent need for actions to enhance employability prospects of fresh graduates. In this study we aim to investigate the skill competence and skill gap of business graduates in the banking sector of Bangladesh. We utilized the mean scores of employability skills in terms of their significance as perceived by the employers in banks and the actual competency of business graduates. Findings of this study will allow students, employers, educators and policy makers in Bangladesh to recognize the critical areas where business graduates are lagging behind in the banking sector thus enabling them to take effective measures in order to reduce the skills gap.

- by Faieza Chowdhury
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- Higher Education, Work Integrated Learning, Graduate employability

This paper argues that if higher education institutions are going to place students at risk of sexual harassment by requiring they complete a component of their formal study on work-place based placements, then university educators have a responsibility to adequately equip and appropriately support students so they can effectively identify and respond to sexual harassment. A model from youth work field education is presented that aims to prepare graduates, agency supervisors and university-based field education staff who are capable and motivated to prevent and respond to sexual harassment in the practicum. The systemic and integrated framework recognises student’s fundamental right to safety in the workplace and attends to the constraints on students disclosing, the deleterious effects of experiencing unwanted sexual conduct, and the importance of good practices in care and support. The various components of the approach also take account of the influence of environmental factors as well as issues of educational merit. The model has general applicability to other professional practice domains and can be adapted for use by educators who appreciate the value of equipping students to effectively deal with unwelcome sexual conduct while on placement.

Student supervision is a key factor underpinning the success of work-integrated learning programs. Supervisory responsibilities can be shared across a number of stakeholders including university staff and host/workplace supervisors. While there have been attempts to understand the roles played by each of these stakeholders, little research has focused on what each understands about the role of others. University staff and host supervisors (N=57) were interviewed about their own role and that of other stakeholders. Findings reveal that while there is reasonable consensus within each stakeholder group about their own roles, perceptions about the roles of others are mismatched in some fundamental areas. There also appear to be intersecting and complementary roles, which remain largely unexplored and accounted for in research and theory to date. This study is unique in bringing together the perceptions of multiple stakeholders to explore ideas about supervision. Implications for theory, practice and future research are discussed.

- by Anna D. Rowe
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- Stakeholders, Qualitative Research, Work Integrated Learning, Supervision

The CDIO Standards provide an excellent framework for the engagement of industry stakeholders in the development and operation of professional engineering degrees. This framework is echoed in the program accreditation requirements operated by Engineers Australia and other accreditation bodies. Implementing effective industry engagement is, however, increasingly challenging to both academics (faculty) and industry members, despite much mutual goodwill between the two sectors. This paper provides the findings of a recent study on the drivers and barriers to engagement by industry to engineering education. The theoretical framework for the study was that all aspects of engineering education should be comprehensively engaged with practice, thus endorsing the principles of CDIO. Data presented from a student survey reinforces the value of good industry engagement in the curriculum. The principal findings from the consultation with industry highlight barriers in terms of poor communicatio...

- by Robin King
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- Engineering Education, Work Integrated Learning

At the heart of this project has been the desire to enhance the way in which Aboriginal and Torres Strait Islander cultural content is embedded in higher education arts curricula. It comes at a time when higher education institutions are facing growing pressure to make curriculum content more representative of and responsive to Aboriginal and Torres Strait Islander culture. In response, many Australian universities have established formal initiatives to embed Aboriginal and Torres Strait Islander culture and intercultural competency across the curriculum. This has taken the form of policies and reconciliation action plans, community engagement initiatives, networks and councils of Elders. Despite the proliferation of such initiatives, the incorporation of Aboriginal and Torres Strait Islander perspectives into higher education curricula and cultures remains a challenging political, social and practical task. This project has sought to address this challenging task by positioning arts based service learning (ABSL) as a strategy through which Australian higher education institutions can promote Aboriginal and Torres Strait Islander cultural content for students in ways that also directly support Aboriginal and Torres Strait Islander communities.

- by Dawn Bennett and +3
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- Music Education, Scholarship of Teaching and Learning, Participatory Action Research, Higher Education
- by Cate Gribble
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- Work Integrated Learning

As a first time participant in higher education, students might not necessarily understand the importance of the curriculum and the impact it can have on their educational experience, recognize a lack of planning in a study program or how specifically they are being guided by the curriculum goals and design. Many of today’s educators have responsibilities to lead curriculum from concept to planning to implementation and assessment. This responsibility requires managers and instructors to be mindful of the student experience. When this mindfulness is lost, student performance can suffer, leading to a compromise in integrity of their learning and the value of the qualification they have obtained.
This paper will compare and contrast two vocational curriculum plans from two independent but similar female Colleges delivering the Diploma in Business qualification. This qualification is offered in the Colleges of Excellence education initiative in Saudi Arabia. The case study discussion is followed by a small-scale proposed new curriculum design for the existing qualification.

- by Zen Parry
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- Vocational Education, Work Integrated Learning, Vocational Training

When making the transition from an entrepreneurship course to employment, or when starting a new business, graduating students often discover a gap between the skills gained during their education and what is actually required of them to succeed as a professional entrepreneur. Student work experience activities can address this gap to some degree, but a more direct, effective approach is for educators to integrate work related skills at curricular, pedagogical and technologies levels in university courses. This paper will discuss an approach to enhancing the education process and student-learning experiences to align with what graduates need when commencing their first entrepreneurial ventures or employment in their chosen professions. Detailed here are work integrated learning practices that create benefits for entrepreneurship students, and how these benefits are valued in the job market.

- by Zen Parry
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- Work Integrated Learning

As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to be er prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work- Integrated Learning eld for the ways it helps students make sense of their learning. e ongoing reliance on journals for practising and documenting reflection has several bene ts; however, a diverse student body, engaging with diverse learning experiences, is likely to bene t from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to “disrupt” (deFreitas 2007) the text and “move beyond the diary” (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design.

- by Michaela Baker and +3
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- Reflective Practice, Diversity & Inclusion, Social Inclusion, Arts-Based Research

Under 2000- och 2010-talen har begreppet arbetsintegrerat lärande (AIL) blivit vanligt förekommande inom utbildningspolitiska och utbildningsteoretiska diskussioner. Genom att se på AIL som ett mångfaldigt, och stundtals ganska abstrakt, fält för kunskapsteoretiska, pedagogiska och utbildningspolitiska diskussioner, vilka enas i en ambition att överbrygga den historiskt viktiga dikotomin mellan episteme och techne, önskar denna rapport kartlägga vad som sker med AIL-teorins övergripande principer när de tolkas och implementeras in i konkreta utbildningar. Ett sådant fokus tillåter a) en teoretisk fokuserad diskussion som möjliggör synen på pedagogiska och utbildningspolitiska principer som mångtydiga och flexibla samt b) en förtydligande redovisning av vad AIL kan tänkas innebära i faktisk utbildningspraktik. Med Högskolans Västs programbeskrivningar som material redovisar rapporten hur begreppen episteme och techne tolkas inom ramarna för AIL-relaterad utbildningsverksamhet, och kartlägger därmed en del av den kunskapsteoretiska grunden för AIL i praktisk implementering. Framför allt syftar den dock till att belysa det faktum att AIL som mötesplats mellan akademi och AIL-teori, alternativt mellan akademi och arbetsplatser, alltid måste förstås som ett möte mellan olika kunskaper, intressen och traditioner, vilket kan föranleda såväl förhandlingar som konflikter. Därmed måste varje given utbildnings ”ursprungliga” ämnesidentitet förstås som synnerligen viktig för hur AIL slutligen kommer att utformas på konkret nivå: för professionsinriktade utbildningar utgör AIL framför allt en marknadsföringsmässig eller retorisk strategi för att accentuera utbildningens koppling till en given profession eller givna arbetsplatser; för utbildningar som utgår ifrån en akademisk disciplinär identitet utgör AIL istället en medveten omartikulationsstrategi, där ämnesdisciplinens abstrakta, teoretiska eller vetenskapliga kunskap (episteme) uppmanas kommuniceras eller omvandlas till praktiskt gångbar kunskap (techne) relevant för en uppsättning arbetsplatser eller yrken. På grund av den påverkan som ämnesidentiteten tycks utöva på de resulterande formerna för AIL är det viktigt att i framtida samverkansprojekt inte försöka ”anpassa bort” ämnesspecificiteter utan istället se dem som nödvändiga komponenter i konstruktionen av begripliga AIL-projekt och därmed vara uppmärksam på eventuella maktstrukturer eller intressekonflikter som kan uppstå inom diverse samverkansytor.

- by Ludvig Sunnemark
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- Epistemology, Higher Education, Critical Pedagogy, History of higher education

As is the practice in many professional degree programs now, students spend time on placement as part of their learning experience, and while doing so are required to engage in reflective practice. The case study presented here details the experience of youth work students at a university in Australia who have been writing reflective online journals while on field education. The journals provide a space in which students document events which include those that have been both positive and harmful and distressing. This study provides a snapshot of their encounters of incidents which include violence, sexual harassment, malpractice and absent supervisors. I consider the implications of these revelations for field education and make recommendations about how we can secure the delivery of good work integrated learning (WIL) in universities. This article will be of interest to educators of human service practitioners, applied ethics, the law and student well-being.

- by Lindie Clark and +1
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- Work Integrated Learning, Workload