Interdisciplinary, Industry-Based Work-Integrated Learning (Wil): Transformative Educational Experiences for Students, Teachers and Industry Partners

Journal of Teaching and Learning for Graduate Employability, 2016

Authentic learning experiences that replicate workplace settings are essential elements of the student experience for optimising graduate employability outcomes. Work Integrated Learning (WIL) supports the development of generic attributes which are highly regarded by employers through embedding authentic learning experiences in curricular and co-curricular programs. The regulatory and standards-based environment which monitors and controls higher education institutions' operations is increasingly focussing on WIL and the employability capabilities of graduates. In addition, external stakeholders such as employers and community agencies expect that graduates are prepared for a global and uncertain job market. The ultimate aim is to build a competitive and sustainable Australian economy through ensuring a highly-skilled population. Higher education is considered a key mechanism for achieving this ambition. Reconceptualising curriculum development and assessment strategies is requ...

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Journal of Teaching and Learning for Graduate Employability, 2018

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Studies in Higher Education, 2014

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2017

Classroom response systems, such as clickers, have been shown to enhance student engagement, improve student learning and increase student performance in tertiary education. For teachers, the benefit of these technologies lies in being able to track class progress and identifying misconceptions and gaps in learning. As we head into a more digital world, investigating innovative and digital technologies to improve student engagement and provide immediate feedback to students is important. This paper reports on the processes and outcomes of a pilot project investigating whether the use of an in-class polling tool influenced the attitudes and student levels of engagement in a first year undergraduate core unit. This intervention was implemented in the workshops of a content-heavy human biology unit where first year students come from 23 undergraduate courses with varying educational backgrounds. This project involved sourcing and implementing a suitable polling tool to use in the works...

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Faculty of Law, 2007

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A conference for university teachers, 2007

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The need for graduates to be prepared for an unpredictable and complex workplace is challenging the traditional content-driven paradigm of a university education. Work integrated learning (WIL) is internationally recognised as a strategy for nurturing employability capabilities in students. Curriculum design where skill development is scaffolded vertically and horizontally is essential for experiential learning. This research was an Office of Learning and Teaching funded project: Assessing the impact of work integrated learning on student workreadiness. The research highlights the components of a quality WIL curriculum for optimal employability outcomes. Five studies were conducted to capture both qualitative and quantitative data from key stakeholders including employers, graduates and current students which together provided a rigorous evidence-base for identifying the components of a quality WIL curriculum. The findings from this research identified the key curriculum dimensions that contribute to quality learning outcomes for students thereby enhancing the acquisition of employability capabilities. A focus on integration of theory and practice in learning outcomes and assessment, student preparation and debriefing activities, active supervision with constructive feedback, the authenticity of the learning experience, and robust partnerships with host organisations have emerged as essential elements of an experiential curriculum. This research informs curriculum design, assessment methodologies and partnership models.

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2019

Work-integrated learning (WIL) is a national priority and a strategic direction for Australian universities. To increase industry engagement, there is a need to identify emerging WIL models that enable flexibility while optimizing outcomes for stakeholders. This Australian Technology Network (ATN) project explored approaches that overcome constraints to engagement, particularly for small to medium enterprises (SMEs). The preliminary qualitative phase comprised a literature review, workshops and interviews. Examples of emerging WIL models, both curricula and co-curricular, were clustered into five models: micro-placements, online projects or placements, hackathons, competitions and events, incubators/ start-ups and consulting. This paper outlines these models and summarizes defining features, enablers, challenges and opportunities. Contemporary trends informing innovative WIL design and implementation emerged. Features fell into three broad areas, stakeholder engagement, design eleme...

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2007

1 Abstract—Curtin University of Technology is in the process of completing comprehensive course reviews of all its courses by 2010. A key factor in reviewing courses is extensive internal and external stakeholder feedback to ensure that graduates have achieved Curtin’s graduate attributes and thereby appropriate employability skills. In this project, comprehensive course review consists of two distinct processes: the first is the curriculum mapping of the course to ensure alignment within units and across the entire course; the second is assistance for course teams to implement reviewed curricula (with particular focus on improving classroom practice). This paper focuses on the details of the curriculum mapping process devised for this project and which has recently been cited as best practice in a national report. Curtin adopted an outcomes focussed framework in 2003. All units and courses have learning outcomes which are derived from Curtin’s graduate attributes. In the mapping pr...

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2020

This paper details a new dimension to an existing internship program developed in response to the effects of COVID-19 in a creative industries faculty at a large Australian university Recent changes to workplace activities, as a result of the pandemic, have offered an opportunity to test a mode of internships in which students work and engage remotely, via on-line modes, with a workplace Analysis of the offering is conducted using the Community of Inquiry framework Outcomes confirm the concept of remote internships as appropriate strategies that can not only support improved student retention in the short term, but offer new opportunities for enriched, broadened and more equitable internship experiences Workplace-based internships, while offering high impact and authentic experiences, are often difficult for many students who are unable to attend workplaces to complete the required hours due to a range of other work, study, and life factors The new remote internship, seeks to overco...

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