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.

Client-reported reasons for non-engagement in drug and alcohol treatment

Introduction and Aims.To examine client-reported reasons for missed early appointments at a drug and alcohol treatment service and to compare characteristics of those who missed appointments with those who attended. Design and Methods. Clients who missed a first or second appointment between 1 May and 31 August 2007 at a public community-based outpatient treatment facility were invited to participate in a semistructured telephone interview.This consisted of an open-ended question asking the reason(s) for nonattendance, followed by a questionnaire of items for therapeutic alliance and service satisfaction, perceived impact of substance use and previous treatment experience, mostly rated on Likert scales. Database information on demographic and clinical variables was gathered for all clients who were accepted for treatment within the study time frame. Characteristics of those who missed a first or second appointment (n = 66) were compared with those who attended at least their first two appointments (n = 97). Results. Of clients who missed their appointments, 80.6% provided reasons for nonattendance, which included extraneous factors (50.0%), service shortcomings (29.7%), no further need for service (16.2%) and motivational ambivalence (4.1%). They generally had high ratings of therapeutic alliance and service satisfaction and identified their substance use as having a negative impact on their lives. Clients who missed appointments were more likely to be male, unmarried and have a history of polysubstance use. Discussion and Conclusions. Extraneous issues relating to the client may be a dominant obstacle in early treatment engagement. Efforts to overcome these issues may therefore improve early engagement.

Coproduction in practice : participatory action research to develop a model of community aged care

Coproduction has become synonymous with innovative approaches to public service delivery in European Union countries as well as in Australia. Coproduction has the potential to bring together individuals, communities, and organisations in a process to collaboratively develop new models and services which improve public services. Yet, Australian policy makers and practitioners who would like to deploy coproduction within the context of older adult social care can only draw on a handful of papers and reports that could guide implementation. This paper fills this gap by reporting on the implementation of a multi-stakeholder coproduction approach to the development of a consumer directed care model for older people with complex health issues. The paper describes and critically highlights methodological challenges encountered during the 12 month-long participatory action research phase of a larger project involving older people with complex care needs, their carers, and government and non-government stakeholders. The paper outlines key considerations regarding (1) the involvement of older people with complex needs, (2) collaboration with industry partners, (3) engagement of government representatives, and (4) reflects on implementing participatory research projects within a context of outsourcing and interlinked supply chains. While not all challenges encountered could be resolved, the coproduction approach was successful in bringing together a wide range of stakeholders with competing agendas in an iterative process geared to resolve a plethora of concerns raised by older people, carers and services providers. This paper provides an example for others seeking to use coproduction and participatory methods to provide person-centred care services for older people.

Through the looking glass : immersive interfaces for participant engagement in blended e-learning environments

This chapter outlines current research profiling students and educators participating in and constructing immersive interfaces in blended e-learning settings. Multi User Virtual Environments (MUVEs) and real world settings augmented with virtual information can generate problem-solving communities where participants gain greater technical knowledge and skills through meaningful and frequent interaction. MUVEs can also generate technical innovation amongst students from diverse disciplinary backgrounds provided students are encouraged to help each other and learn together. After detailing some false assumptions about computer literacy that can stifle meaningful exploration with new technologies in contemporary education, this chapter documents an exemplar involving extensive collaboration between students from different educational backgrounds with diverse technical competencies. The success of this initiative hinges on the willingness of educators to provide a shared learning experience where technology is used to facilitate increased student communication and offers a site for invention, informed critique, industry participation, and a sense of community.

Measuring work-study engagement in built environment undergraduate education in Australia

The cost of accessing higher education is expensive causing students to juggle the demands of paid work with study responsibilities. Whilst some work can be beneficial to student leaning this research seeks a more accurate understanding of why students undertake paid experience work to the level that they do. This paper examines the extent of work and study during an undergraduate program in construction at RMIT University Australia. Students responded to a questionnaire on the duration and nature of their work and study times. The results indicate that students who were involved in paid work do in excess of 20 hours per week, whist also enrolled as full-time undergraduates. The results of the study show that students in the early years of the program seem to be more engaged with study and spent slightly less time at work. This is contrasted with students in the final two years of the course spend considerable more time in paid work and less time undertaking study.
The paper concludes by suggesting that the results are partly the result of the unstructured work-experience requirements that occur from about year 3 of the program. Students who were encouraged by the university to undertake paid work-experience appeared to be increasingly disinterested in connecting with the broader university experience.

The ‘flow of Asia’ — vocabularies of engagement : a cultural history

The article reviews the history of Australian representations of Asia from the mid-19th century to the present. It argues that there are instructive continuities between recent references to ‘Asia literacy’ and to injunctions to know Asia that date from the late 19th century. It examines representations of Asia that stress fluidity and unpredictability, and argues that fluid Asia has been assigned characteristics not unlike those attributed to women and the crowd. The implications of this analysis for recent discussions of the threat posed by political Islam are also referred to. In such discussions ‘the proper treatment of women’ is commonly represented as both an established Australian value and one now under threat. The article ends by suggesting that the Howard government sought to marginalise ‘Asia literacy’, replacing it with ‘Australia literacy’.