Strengthening work integrated learning (WIL) experiences for rural education students : exploring community based partnerships

This paper investigates three areas of priority for rural teacher education: work integrated learning (WIL); attraction and retention of teachers to rural areas; and the potential challenges and benefits of community based partnerships to address these areas of need. The data on which this paper is based focuses on a Victorian project around six case studies that explored the research and scholarship of teaching graduates to be work ready for the needs of rural and regional communities. The project also aimed to explore how preservice teacher education can develop and better support pre-service teachers (PSTs) through rural and regional community-based WIL experiences.
The project investigated what sort of support PSTs undertaking WIL experiences in rural and regional communities need in order to develop positive attitudes and understandings in relation to working in a rural/regional community. Consideration was also given to how support from the university, school,
supervising teacher and broader local community enhances or detracts from the PST’s experience of WIL in rural and regional areas. In order to explore these issues in this paper the authors will outline some recommendations with regards to ways in which teacher education programs may enhance the experiences of stakeholders involved in rural and regional WIL experiences, including PSTs, supervising teachers, university teacher educators and community members.
The project’s underlying conceptual framework of place, productivity and partnerships will be explained in terms of its overlapping dimensions of community, creativity and capital in order to reconceptualise preservice teacher education in local, rural and regional and global contexts as adaptive community-based work integrated learning within a knowledge economy.
The final discussion will make recommendations on how universities and other identified stakeholders can better facilitate WIL and enhance stakeholder engagement in rural and regional areas in order to equip PSTs
and classroom teachers to work creatively together in productive partnerships to meet the future demands of local rural and global contexts of change in a knowledge economy.

The role of industry supervisors in providing feedback to students as part of the assessment process in Work Integrated Learning (WIL)

 ATN : Australian University Technology Network

Leading WIL: A distributed leadership approach to enhance work integrated learning : final report 2014

Work Integrated Learning (WIL) provides rich, relevant learning through a partnership between universities and employers. Through a collaborative approach to building knowledge, the capability and capacity of experienced WIL leaders in the university and orkplace will be enhanced for improved student outcomes. Having established how and where WIL leadership is situated, the project will identify the critical challenges to WIL leadership capabilities and structures. Through institutionally-based Master Classes that model and employ a distributed learning approach, through national Communities of Practice and a WIL Leadership Summit, a framework and guidelines to support WIL leadership capacity building nationally will be developed, trialled and validated. The project will draw upon expertise and experiences of staff from five Australian universities, each with a demonstrated strong WIL commitment. The distributive leadership approach to WIL will be developed and tested within employer-based individual disciplines. The framework and guidelines will be sustained nationally through the key WIL professional association, the Australian Collaborative Education Network.

An exploration of the pedagogies employed to integrate knowledge in work-integrated learning

This article describes a three-sector, national research project that investigated the integration aspect of work-integrated learning (WIL). The context for this study is three sectors of New Zealand higher education: business and management, sport, and science and engineering, and a cohort of higher educational institutions that offer WIL/cooperative education in variety of ways. The aims of this study were to investigate the pedagogical approaches in WIL programs that are currently used by WIL practitioners in terms of learning, and the integration of academic-workplace learning. The research constituted a series of collective case studies, and there were two main data sources � interviews with three stakeholder groups (namely employers, students, and co-op practitioners), and analyses of relevant documentation (e.g., course/paper outlines, assignments on reflective practice, portfolio of learning, etc.). The research findings suggest that there is no consistent mechanism by which placement coordinators, off-campus supervisors, or mentors seek to employ or develop pedagogies to foster learning and the integration of knowledge. Learning, it seems, occurs by means of legitimate peripheral participation with off-campus learning occurring as a result of students working alongside professionals in their area via an apprenticeship model of learning. There is no evidence of explicit attempts to integrate on- and off-campus learning, although all parties felt this would and should occur. However, integration is implicitly or indirectly fostered by a variety of means such as the use of reflective journals.

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.

Industry and university perspectives of work integrated learning Programs in ICT Degrees

The ICT disciplines in Australian universities have a strong tradition of industry engagement in curriculum design and implementation particularly through work integrated learning programs. Work integrated learning (WIL) includes industry placements, internships, industry projects and other methods and approaches that aim to enhance the professional practice capabilities of students. There are various stakeholders involved in WIL programs including universities, students, government and industry, each with their own motivations and expectations. Whilst all stakeholders agree on the benefits to students, there are conflicting interests that jeopardise further development and innovation in WIL. This paper reports on surveys of industry and university stakeholders in order to understand representative views and current practices. The findings confirm a lack of a shared understanding between stakeholders regarding roles, responsibilities, models and benefits. The paper concludes with several recommendations regarding the adoption of an outcomes-based approach to the design and implementation of work integrated learning programs that will encourage innovation and quality in WIL.

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.

Challenges to providing work integrated learning to international business students at Australian universities

Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications.Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university.Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government.Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.

‘Get foot in the door’: International students' perceptions of work integrated learning

Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL.

Exploring the pedagogies used in work integrated learning

This paper focuses on the pedagogical approaches used in New Zealand WIL programs in terms of integration of student knowledge, and what impact these have on student learning. A collective case study methodology was used involving three areas of tertiary education science and engineering; business and management; and sport studies. The study involved researchers working collaboratively conducting focus group interviews with a selection of WIL students, academic supervisors, and employers from the relevant discipline about their teaching and learning experiences at both the academic institution and in the workplace. Relevant documentation (e.g., course/paper outlines, graduate profiles, etc.) was analyzed to afford data triangulation. The findings indicated that the WIL experience is a point of difference that students and employers value. Student learning (soft and hard skills, personal and professional development) occurs from a variety of sources (self-directed, supervisors, and peers) and a variety of modes (on campus, on placement). The findings reinforce what can be achieved through WIL programs, and through dissemination of the findings raise awareness amongst tertiary education institutions (TEIs) of the future possibilities available
via this pedagogy.

Evaluation methodology for work integrated learning - placements : a discussion paper

Background: This paper will address the evaluation of WIL (placements) in order to provide a strategy to improve performance in universities' WIL as benchmarked in the AUSSE, GDS and placement unit feedback.
Overview of issue: Although WIL placements are important and valuable for student engagement, learning, graduate employability and industry partnerships, there are few empirical studies or reviews that inform evaluation methodology for them. The assessment of placement outcomes and the student experience is typically more complex than evaluation of a standard university unit because of the wide variation that occurs with placements. Students are likely to be working in different organisations, and working on different projects within their various disciplines. Adding to this complexity, the organisation supervisor is an additional stakeholder critical to the placement experience, and who ultimately makes the judgment of student performance. Although an organisation supervisor may complete an individual feedback form for their students, generally this information is not strategically aligned within a broader university evaluation process. Initial examination of available literature revealed that the multi-dimensional perspective (organisational supervisor, placement co-ordinator and student) is not usually incorporated into evaluation of placements to inform continuous improvement for example. There are gaps in the evaluation process which could be addressed through more  comprehensive evaluation that could be utilised across Faculties and Institutions. In 2010, we will conduct an inter-faculty project to develop and trial an evaluation methodology for WIL placements. It will incorporate a triangulated approach including student, organisation and university supervisor feedback. Preliminary results gained from this project will be discussed.
Argument: An evaluation methodology that is inclusive of a triangulated approach, would provide university stakeholders with comprehensive feedback that could be used to strategically inform continuous improvement efforts in Institutions in the areas of WIL placements.
Implications: The importance of triangulated data gathering leading to a comprehensive evaluation and subsequent improvement strategies will be concluded. Suggested evaluation process and potential tools will be presented.

Teaching in practice : work integrated design learning and practice readiness for architecture students

This literature review describes the theoretical basis for developing a pedagogical model of higher education/industry engagement for the built environment and related design disciplines, with a focus on architecture. In particular, attention is given to the conceptualisation informing the development of such a model as a form of work integrated learning (WIL). In the discussion, the use and development of WIL in architecture will be placed in the historical context of Cooperative Education as a whole. The objective of the paper is to present ideas about the way in which design education relocated to practice might better prepare students for professional life.

Aiming to capitalize on the work place as a location for authentic learning, the paper will propose a form of WIL that will be termed “Teaching in Practice” (TiP). A prime aim of such a model is to bridge the growing gap between academia and the profession by enabling students to learn design from practitioners within a practice environment. The paper will argue that TiP allows practitioners to have a direct influence on design education, and thus establishes connections between academia and the professions that ensure built environment education remains relevant to industry needs.