Transcript Using Work Integrated Learning to support JCU’s learning and teaching goals Dr Deborah Peach, Office of Teaching Quality QUT, ACENQ State Chair (elect) Carol-joy Patrick,

Using Work Integrated Learning
to support JCU’s learning and
teaching goals
Dr Deborah Peach, Office of Teaching Quality
QUT, ACENQ State Chair (elect)
Carol-joy Patrick, Industrial Affiliates Program
Griffith University, ACEN Executive Director
Overview
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Why WIL?
WIL @ JCU
International and national perspectives
The WIL Report
Key issues and challenges
Strategies for enhancing WIL
Principles of good practice
A way forward @ JCU
The total experience counts
It is students’ total experience of
university – not just what happens
in the traditional classroom – that
shapes their judgements of quality,
promotes retention and engages
them in productive learning.
(Scott, 2005, p. vii)
Best aspects hits x type of learning
methods
Learning methods
Face to face
Hits
11 693
Independent study and
negotiated learning
Practice-oriented and ‘real
world’
Simulations and labs
3 572
877
CIT supported
836
9 808
(Scott, 2005, p. 33 )
Concerns voiced about universities
1. graduates not properly prepared
for work – employability
2. insufficient interaction between
universities and
industry/employers
3. need for engagement for
economic advancement
4. technology transfer failure
5. returns on public investment in
research
6. skills shortages
(Goulter, 2007)
Graduates not adequately prepared for
work
Responses:
1999: Interest in the Graduate Skills
Assessment (GSA)
2007: Graduate Employability Skills
Report (BIHECC)
2007: A National Internship Scheme
(Universities Australia)
2008: Bradley Report
WIL @ JCU
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Academic Plan
Curriculum Refresh Project
WIL Audit
WIL@JCU Working Party
WIL@ JCU Website
ALTC WIL EOIs
International focus on WIL
National response
Graduate Employability Skills
(BIHECC, August 2007)
3. improve and increase access to WIL
6. explicitly report on employability
skills demonstrated through WIL
7. encourage more effective integration
of employability skills in student eportfolios
A National Internship Scheme
Option 1: Encouragement
Option 2: Leading by example
Option 3: Public–private partnership
Option 4: Enhanced public subsidy
Option 5: Futures planning
A discussion paper prepared by Universities Australia (October, 2007)
Bradley Report
1. Preparation of ‘highly productive, professional
labour force…including the preparation of
graduates in relevant fields for professional
practice’
2. Shifts in funding of higher education - reliance
on fees. Impacts nature of student
participation.
3. Student: staff ratio increases
4. ‘Engagement’ - important component of
university activity
AUSSE Survey - extract of 'Work Integrated Learning
Integration of employment-focused work experiences into study
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In your experience at your institution during the curent academic year, about how often have you done each of the following?
never
sometimes
often
very often
often
very often
Blended academic learning with workplace experience
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During the current academic year, about how often have you done each of the following?
never
sometimes
Improved knowledge and skills that will contribute to your employability
Explored how to apply your learning in the workplace
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Which of the following have you done or do you plan to do before you graduate from your institution?
Industry placement or work experience
do not
know
about
have not
do not
plan to do done
decided plan to do
11 To what extent has you experience at this institution contributed to your knowledge, skills and personal development in the
following areas?
very little
Acquiring job or work-related knowledge and skills
some
quite a bit very much
Scale
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$300,000
Project Team
18 months
600 participants (approx)
35 universities
Key Objectives
1. Identify key stakeholders and provide
mechanisms by which they can identify and
prioritise key challenges…
2. Develop a national framework for future
projects that will enable members of ACEN to
work as a community of practice to develop
resources and practices…
3. Develop an ACEN-based, sector-wide
communications structure for collaborative
knowledge building…
What we found...
1. passionate WIL staff
2. strong links with graduates skills demand and work
readiness
3. stakeholders – strong motivation for involvement
4. stakeholders – all face challenges
5. range and diversity in WIL experiences and definitions
6. enormous range and diversity in the range of programs
currently delivered across Australia
7. already firmly embedded in some universities and some
disciplines; Medicine, Health, Engineering, Education
8. inconsistent nomenclature
9. strong linkages to community
Recommendations
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University leaders, including WIL staff, consider
implementing a systematic approach to resourcing the
provision of a diverse WIL curriculum and in
collaboration with employers and the professions
identify and support successful strategies for future
growth.
2.
Stakeholders consider collaborative research into WIL
curriculum and systems that enable sophisticated and
sustainable partnerships.
3.
Stakeholders consider ensuring equitable participation
and access by all students by collaboratively
developing WIL funding structures, policies and
strategic approaches.
Research Approach
• Participatory Action Research
– Desktop Research
– State-based symposia
– National focus groups
– Interviews & Surveys
• Themes focused on; Curriculum,
Leadership, Scholarship & Networking.
Terminology
Participants identified a range of terms
used to describe WIL experiences and
also identified models used across
discipline areas.
(The WIL Report, 2008 p.V)
Definition
The project did not attempt to offer a
unitary definition of WIL beyond
recognising ‘work integrated learning’ as
an umbrella term used for a range of
approaches and strategies that integrate
theory with the practice of work within a
purposefully designed curriculum.
(The WIL Report, 2008 p.V)
Stakeholders - students
“Opportunities it [WIL] presents are
priceless – no course at uni could offer
the experience a workplace can – it’s
worth the stress.”
(Student survey, QLD)
Stakeholders - employers
“can absorb the specific knowledge that
is being conveyed but they can also see
patterns of thought, modes of behaviour,
and consideration of other issues such as
safety issues and ethics and that
sometimes there are more effective ways
of conveying these attitudes rather than
in chalk and talk.
(Peak Body interview, National)
Stakeholders - staff
“Getting students experience in the work
place is often very motivating – especially
for students who aren’t necessarily the
highest achievers. That’s why we have
seen more courses taking up WIL … as a
mechanism to retain and let students see
they are going somewhere.”
[University senior management interview, TAS]
What are the key issues and
challenges for JCU?
Key issues and challenges
1. Ensuring equity and access
2. Managing expectations and competing
demands
3. Improving communication & coordination
4. Ensuring worthwhile WIL placement
experiences
5. Adequately resourcing WIL
Student view
1. WIL is worth the effort
2. economic and social costs involved in
participation
3. Demands in terms of time, part time jobs,
lengthening of course
4. Want something decent to ‘do’
5. The more motivated the better the
learning experience
6. A bad placement or WIL experience can
teach you a lot...
Students want...
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credit
variety of WIL experiences
preparation and skills development before placement
improved & consistent supervision by university staff
external placements matched to career aspirations
financial support via payment or scholarship for lengthy
(non paid) programs
• more internal programs and opportunities
• recognition of prior learning
Employer view
1. time – needed to devote to student
2. ownership – universities must collaborate with
employers but should manage WIL programs
3. relationships – looking for meaningful relationships with
universities around WIL and other endeavours
4. expectations – unclear about what universities expect of
employers in relation to WIL
5. flexibility – university timeframes don’t always fit well
with employers needs
6. appropriate roles/tasks/work – What is appropriate work
for a particular placement or WIL activity?
7. ease of access – problem finding out who to talk to
University view
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Saturated market
resourcing and support for programs
appropriate pedagogical strategies
appropriate assessment strategies
support for learners in new learning contexts
professional development for staff involved in
designing, managing and supervising programs
7. sophisticated relationships between employers,
students and universities in terms of learning,
management responsibilities
8. Greater involvement of employers and students
in curriculum design
9. Risk assessment (WH&S)
Strategies
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Policies & approaches
A stakeholder approach
WIL curriculum & pedagogy
Resourcing WIL
QUT Learning and Teaching Commissioned
Projects (2006-2009)
Supporting Real World Learning
Transitions In Project (TIP)
Work Integrated Learning (WIL)
Transitions Out Project (TOP)
a university for the
real world
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CRICOS No. 00213J
Student Learning Journey
Transitions In
Transitions Out
TIME
Pre-enrolment Identity
Work Integrated
Learning
FOCUS of IDENTITY
TRANSITION
IN TO
Tertiary student Identity
TRANSITION
OUT TO
Admission
a university for the
real world
Professional Identity
Graduation
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CRICOS No. 00213J
Aims
1. Embed and sustain improved student learning
outcomes
2. Build capacity of QUT academic staff in learning and
teaching
3. Promote and support strategic change for the
enhancement of learning and teaching – particularly
the support of real world learning.
4. Develop effective mechanisms for the identification,
development, dissemination and embedding of good
practice in learning and teaching across the disciplines,
faculty-wide and at an institutional level
a university for the
real world
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CRICOS No. 00213J
Focus on...
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Students
Curriculum
Staff
Enabling systems
a university for the
real world
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CRICOS No. 00213J
Griffith University
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WIL Goal – all Degree programs
Focus on placement
WIL Community of Practice
Enabling systems
Policies and Procedures
Focus on the next phase
Accountabilities
Principles of good practice (IRUA)
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Policy
a) WIL
b) Staffing
c) Resources and capacity-building
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Pedagogy and curriculum issues
a) Embedding WIL in the curriculum
b) Preparation for WIL
c) Assessment
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Partnerships
a) Engaging and informing WIL partners
b) Relationship Management
A way forward for JCU
Useful references
• ALTC Communiqué
http://www.altc.edu.au/carrick/webdav/site/c
arricksite/users/siteadmin/public/ALTC_Co
mmunique_Mar09.pdf
• The WIL Report:
http://www.altc.edu.au/carrick/webdav/users/
siteadmin/public/grants_project_wil_finalre
port_jan09.pdf
• A Network of Networks
• >300 registered members
• Inaugural Conference ─ 34 of
Australia’s 38 universities
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