Challenges of Measuring Learning Outcomes for Property Students Engaged in Work Integrated Learning


Autoria(s): Susilawati, Connie; Peach, Deborah
Data(s)

2012

Resumo

Work integrated learning (WIL) or professional practice units are recognised as providing learning experiences that help students make successful transitions to professional practice. These units require students to engage in learning in the workplace; to reflect on this learning; and to integrate it with learning at university. However, an analysis of a recent cohort of property economics students at a large urban university provides evidence that there is great variation in work based learning experiences undertaken and that this impacts on students’capacity to respond to assessment tasks which involve critiquing these experiences in the form of reflective reports. This paper highlights the need to recognise the diversity of work based experiences; the impact this has on learning outcomes; and to find more effective and equitable ways of measuring these outcomes. The paper briefly discusses assessing learning outcomes in WIL and then describes the model of WIL in the Faculty of Built Environment and Engineering at the Queensland University of Technology (QUT). The paper elaborates on the diversity of students’ experiences and backgrounds including variations in the length of work experience, placement opportunities and conditions of employment.For example, the analysis shows that students with limited work experience often have difficulty critiquing this work experience and producing high level reflective reports. On the other hand students with extensive, discipline relevant work experience can be frustrated by assessment requirements that do not take their experience into account. Added to this the Global Financial Crisis (GFC) has restricted both part time and full time placement opportunities for some students. These factors affect students’ capacity to a) secure a relevant work experience, b) reflect critically on the work experiences and c) appreciate the impact the overall experience can have on their learning outcomes and future professional opportunities. Our investigation highlights some of the challenges faced in implementing effective and equitable approaches across diverse student cohorts. We suggest that increased flexibility in assessment requirements and increased feedback from industry may help address these challenges.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/50625/

Publicador

Pacific Rim Real Estate Society

Relação

http://eprints.qut.edu.au/50625/1/Susilawati__Measuring_learnin_outcomes__work_integrated_learning_.pdf

http://www.prres.net/index.htm?http://www.prres.net/Conference/2012conference.htm

Susilawati, Connie & Peach, Deborah (2012) Challenges of Measuring Learning Outcomes for Property Students Engaged in Work Integrated Learning. In 18th Annual Pacific Rim Real Estate Society Conference 2012 Proceedings, Pacific Rim Real Estate Society, Adelaide, pp. 1-9.

Direitos

Copyright 2012 (please consult the authors).

Fonte

Science & Engineering Faculty; School of Urban Development

Palavras-Chave #130103 Higher Education #130212 Science Technology and Engineering Curriculum and Pedagogy #work integrated learning #professional practice #property economics #learning outcomes #assessment #HERN
Tipo

Conference Paper