Student experiences of work placement in school-based vocational programs

Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, compares the experiences and perceptions of students who had undertaken a work placement with those who had not. Shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self-confidence about employability, and a factor associated with assistance in achieving specific post-school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not. Results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.

Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students : a pilot

Background: Placements as a form of Work Integrated Learning are widely recognised for the positive impact they have on improving student employability and work readiness. Students can maximise strengths, improve areas of weakness, and develop a strong understanding of the requirements of their chosen field within the confines of a well monitored and rich learning environment. Assessment Centres (ACs) are commonly used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. Based on a recent literature review, the present the present project evaluates the application of AC methodology as a developmental tool within the placement milieu. The review, which is also included the current conference proceedings details the benefits of utilising the AC process forming the impetus for the present pilot (Sturre; von Treuer & Keele 2010).
Aims: The primary aim of the paper was to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15).
Method: A longitudinal design was utilised with numerous evaluation points from placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, role play, written report, leaderless group discussion and a personality assessment. Comprehensive feedback was provided by organisational psychologists who also fulfil the role of placement co-ordinators. With the assistance of Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These plans were to be addressed and progress monitored during consecutive placements.
Results: Initial perceptions gathered from students regarding the AC process were very encouraging. Performance
evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their workplace supervisors illustrate the positive effect of this methodology. The rigour and comprehensive techniques offered by the methodology enabled students to focus on and improve areas identified for development.
Conclusions: It is important to note that the present design formed a pilot study and as mentioned was undertaken with a limited sample. Future implementation is planned with larger samples, enabling a more comprehensive analysis of the methodology. Nevertheless, the methodology appears to provide a much needed strategy for the assessment and ongoing development of students prior to and during work placements. The application provides early intervention enabling students to address development needs with input from both university and organisational stakeholders based on an established, standardised process.

Pathways to formally assessed work placement : employers' perspectives on collaborative education in the Australian construction industry

The QS and construction industry is uniquely impacted by project-based work environments. This creates special challenges for collaborative, work-integrated education of pre-professional students. This research is based on investigating the attitudes of employer’s towards the use of formally assessed internships. The study comprised two stages- firstly a series of pilot interviews were undertaken with employers to test a number known issues and secondly, the results from the interviews were used to refine a set of questions that were put to a large focus group of employers who were invited from across the property and construction sector in Australia. The results showed that many employer organisations expressed considerable goodwill towards collaborative education with universities. However, the challenges caused by project-based work environments restrict employers' ability to provide comprehensive learning opportunities. This research discusses some of the distinctive issues associated with work-integrated learning in the construction industry and proposes some potential opportunities for overcoming these restrictions.

Developing a collaborative model of industry feedback for work placement of business students

Work-integrated learning (WIL) is a signature feature of study in many higher education institutions. In business degrees, industry feedback is recognized as an integral part of the assessment of WIL, yet the role played by industry in appraising student performance in the workplace has not been clearly defined. Based on interviews with industry supervisors and academic mentors, this paper addresses the integration of academic and industry supervisor assessment practices designed to maximize student learning outcomes and capture the depth of the learning experiences during a work placement. A model of industry feedback was developed to incorporate planned assessment practices that achieve the learning outcomes agreed to at the start of the placement by all stakeholders: the student, the academic mentor and the industry supervisor.

A rotational social work field placement model in regional health

Increases in student numbers and education providers have combined with pressures on the human services sector to create field-placement-shortage stress in many parts of Australia. In this climate some Australian social work programs have sought alternatives to the traditional, labour-intensive, one student/one field educator, single-site model of field placement. The rotation model, as an alternative, has a longer history in America, but is only recently being trialled and evaluated in Australia.

Developing student agency through VET in schools: the role of structured work placements

Using a sample of 446 secondary students who had participated in a vocational education and training in school (VETiS) program, this study compares the experiences and perceptions of students who had undertaken a work placement with those who had not. The study shows that students who had participated in work placement enjoyed the VETiS experience more than those who had not, and that the work placement had assisted them in their decision whether to stay at school or not. A factor analysis of results showed a factor associated with self-confidence about employability, and a factor associated with assistance in achieving specific post-school employment. Students who had completed a work placement were significantly higher on both these factors than students who had not.

These results are consistent with other research in the field, and it is argued that the work placement experience plays a considerable part in developing student agency in the decisions and the journey that they make in their transition from school to work.

Investigating the 'integrated' in work-integrated learning.

Work-integrated learning (WIL) is an educational strategy in which students undergo conventional academic learning with an educational institution, and combine this with some time spent in a workplace relevant to their program of study and career aims. It goes under a number of names internationally; sandwich degree (Ward & Jefferies, 2004); cooperative education; and internships (Groenewald, 2004; Sovilla & Varty, 2004; Walters, 1947). The name cooperative education reflects the tripartite nature of WIL in which the student, tertiary education institution (TEI), and workplace work together collaboratively to develop a comprehensive skill set in students (Coll, 1996). Recently the World Association for Cooperative Education added 'integrated' in a by-line to its name to reflect a broader perspective of the nature of cooperative education that can include capstone programs [practicum], internships, sandwich degrees, and work-based learning via industry projects (Franks & Blomqvist, 2004). A key aspect of WIL is the notion that it entails the integration of knowledge and skills gained in the educational institution and in the workplace. It is the integration aspect of WIL that distinguishes it from workplace learning (i.e., simply what a student or employee learns in the workplace, see Boud & Falchikov, 2006).

Eames (2003) notes that whilst there is a rich literature on the success of WIL programs, such research is almost entirely concerned with what he terms 'operational outcomes', such as benefits for students (Dressler & Keeling, 2004), employers (Braunstein & Loken, 2004), and TEIs (Weisz & Chapman, 2004). For example, it has been reported that compared with conventional graduates students who participate in WIL programs gain employment more easily, fit in better in the workplace, advance more rapidly in their careers, and so on (Dressler & Keeling, 2004). However, there is a serious paucity of research into what WIL students learn, how they learn, whom they learn from (Eames & Bell, 2005), and how the learning might be better facilitated and supported. A key purpose of work-integrated learning is the notion of providing graduates with a comprehensive skill set desired by potential employers. However, the literature notes that it is problematic for tertiary education providers to provide students with such skills, especially behavioural skills; the so-called soft skills (Burchell, Hodges & Rainsbury, 2000; Coll & Zegwaard, 2006). In what way does the student take what he or she has learned into the workplace, and conversely in what way does what the student learns in the workplace become related to, or incorporated into, the next phase of academic learning when he or she returns to the TEI after completing a work-placement?

Putting the 'integrated' in work-integrated learning

A key aspect of work-integrated learning (WIL) is the notion that it entails the integration of knowledge and skills gained in the educational institution and in the workplace. WIL educators are interested in what way students take what they learn on campus into the workplace; and conversely how what they learn in the workplace becomes related to, or incorporated into, the next phase of learning when the student returns to the campus after completing a work placement Here we report on a major national study of the pedagogical approaches used in New Zealand WIL programs in terms of integration of student knowledge, and consider what impact these might have on student learning.

Potential utilisation of assessment centre methodology to enhance student placement outcomes, experiences and employability

Background: Placements are of particular importance due to the richness of learning associated with placement experiences and the wider links they represent to industry and the community. Students often refer to placements as the most significant, productive and memorable component of their training. Importantly, placements also provide the opportunity for students to become work ready, i.e., integrate their knowledge into a new set of employable skills and personal qualities. There is now increased emphasis on employability by employers and universities alike; in fact, it now represents a critical performance measure for Australian universities. Despite these key points, there appears to be inconsistencies in approaches to maximising work placements across and within Universities. Assessment centre methodology may represent a useful approach to standardise and optimise work placements for all stakeholders. Assessment centre methodology has been used successfully for selection purposes in industry for the past 50 years. However, their use as a developmental tool is less prominent. Furthermore, their application in the higher education setting, particularly in the context of placements and student development appears under researched.
Overview of issue: Only one published study was found that reported the use of a developmental assessment centre with a post-graduate sample. That study took place over 10 years ago when the concept of employability was still gaining recognition and work placements were less common. The current paper reviews this unique concept in the context of the existing literature and the current needs of Universities, employers and students.
Discussion: It is argued that the reconsideration of assessment centre methodology for development represents an innovative approach to consistently maximising work placement outcomes, experiences and employability.
Conclusions: Given the importance and increased use of placements, the application of assessment centre methodology within the placement curriculum warrants further research. This methodology represents a standardised approach for implementation within a range of placement programs to enhance student development, placement outcomes and employability.

Designing blended spaces to maximise student learning in work integrated learning programs

This paper describes a case study at a large metropolitan university in Australia where a range of technology-enabled blended spaces are used for interaction, communication and reflection between the work and university environments to enrich students' learning experiences during their work placement year. Blended space design requirements to maximise the learning experience of students undertaking work integrated learning are identified

Formalising industry feedback in assessment practice for work integrated learning

Work Integrated Learning (WIL) programs, such as co-operative education programs, offer students a learning environment which exists outside the traditional classroom and specific discipline boundaries. This necessitates assessment practices that go beyond traditional practices and relationships. Work placement supervisors are best located to observe the students' learning and development and offer feedback on performance and improvement. An investigation was carried out in order to articulate the role of supervisors and work colleagues in facilitating learning in the workplace environment and their involvement in assessment practices. Interviews were conducted with academics and industry representatives on their perceptions of assessment task validity in terms of professional and generic skill development. A synthesis of the findings formed the basis of the research described in this paper. Key findings highlighted the need for better preparation of industry supervisors as to their role in providing feedback and assessment; better preparation of students for transition from the classroom to the workplace; and the importance of ongoing involvement of the three stakeholders (academic, supervisor and student) to maximise learning and professional development. Recommendations for assessment practices include suggestions on how to involve employers in appraising workplace performance; how to measure the real life application of learning; and the development of generic employability skills. © Common Ground, Kathy Henschke, Joan Richardson.

Designing blended spaces to maximise student learning in work integrated learning programs

This paper describes a case study at a large metropolitan university in Australia where a range of technology-enabled blended spaces are used for interaction, communication and reflection between the work and university environments to enrich students' learning experiences during their work placement year. Blended space design requirements to maximise the learning experience of students undertaking work integrated learning are identified. © 2009 Friederika Kaider, Kathy Henschke, Joan Richardson and Mary Paulette Kelly.

Measuring moral judgement and the implications of cooperative education and rule-based learning

The Defining Issues Test (DIT), developed by Rest (1986), measures a person's level of moral development using hypothetical social dilemmas. Although the DIT is useful for measuring moral development in social settings, it might not adequately capture an individual's moral judgement abilities in solving work-related problems (Weber, 1990; Trevino, 1992; Welton et al., 1994). In the present study, the moral judgement levels of 97 accounting students were measured over a 1 year period using two separate test instruments, the DIT and a context-specific instrument developed by Welton et al. (1994). The test scores are significantly higher on the DIT than the Welton instrument (between the instruments and over time), suggesting that accounting students use higher levels of moral reasoning in resolving hypothetical social dilemmas and lower levels of moral reasoning in resolving context-specific dilemmas. The difference in test scores was highest during cooperative education (work placement programme), implying that the environment is a significant determinant on students' test scores.

Pathways from rural schools : does VET make a difference?

This paper reports findings from a survey of former students from six Australian rural school clusters. It compares the experiences and outcomes of students who had participated in a school vocational education and training (VET) program with those who had not. School VET courses intended to provide a pathway to local employment appear to be successful in retaining students who otherwise may have left school before completing Year 12, and in assisting their transition from school to work. For all school VET students, the work placement component of the program aids the transition to local jobs and apprenticeships, and increases youth retention in the community. As the findings indicate that school VET students are predisposed to live in a rural area at some time during their working life, the paper concludes that VET programs in rural areas have special potential to develop skills and pathways for the future workforce of rural Australia.