The Work-Integrated Learning Program: Developing Employability Skills in Psychology Undergraduates

2019 ◽  
pp. 241-258
Author(s):  
Jessica Z. Marrington ◽  
Annissa O’Shea ◽  
Lorelle J. Burton
Keyword(s):  
Employability Skills ◽  
Integrated Learning ◽  
Learning Program ◽  
Work Integrated Learning

Student Perspectives on the Impact of an Undergraduate Work-Integrated Learning Program on Admission and Transition to Medical School

2018 ◽  
Vol 34 (4) ◽  
pp. 768-774
Author(s):  
Rachel McDonald ◽  
Adam Bobrowski ◽  
Leah Drost ◽  
Leigha Rowbottom ◽  
Judene Pretti ◽  
...  
Keyword(s):  
Medical School ◽  
Student Perspectives ◽  
Integrated Learning ◽  
Learning Program ◽  
Work Integrated Learning ◽  
The Impact

scholarly journals An Institutional Framework for Scaffolding Work-Integrated Learning Across a Degree

2020 ◽  
Vol 17 (4) ◽  
pp. 80-94
Author(s):  
Bonnie Dean ◽  
◽  
Venkata Yanamandram ◽  
Michelle J. Eady ◽  
Tracey Moroney ◽  
...  
Keyword(s):  
Dominant Mode ◽  
Institutional Framework ◽  
Employability Skills ◽  
Degree Programs ◽  
Common Language ◽  
Integrated Learning ◽  
Pedagogical Strategy ◽  
Degree Structure ◽  
Conceptual Paper ◽  
Work Integrated Learning

Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs.

scholarly journals Work-integrated Learning and Skill Development in a Master of Public Health Program: Graduate Perspectives

2020 ◽  
Vol 17 (4) ◽  
pp. 9-26
Author(s):  
Sue Durham ◽  
◽  
Helen Jordan ◽  
Lucio Naccarella ◽  
Melissa Russell ◽  
...  
Keyword(s):  
Public Health ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Skill Development ◽  
Employability Skills ◽  
Learning Approaches ◽  
Integrated Learning ◽  
Master Of Public Health ◽  
Work Integrated Learning ◽  
Learning And Collaboration

It is increasingly understood that work-integrated learning (WIL) opportunities are critical in providing graduating students with employability skills which allow them to gain employment and effectively operate in work environments. This is particularly relevant within degrees such as public health that cut across very diverse fields of practice. Little research has previously investigated student perceptions post-graduation of skill development within public health degrees. This investigation aimed to identify the range of skills gained within a Master of Public Health (MPH) degree which graduates felt assisted them to obtain employment, and to determine the teaching and learning approaches that contributed to the development of these skills. Graduates responding to a questionnaire self-reported that they had good levels of both technical and employability skills especially in the domains: Informed Decision Making, Professional Practice and Standards, Lifelong Learning and Collaboration. Students agreed that there were frequent opportunities for applied learning and enablers to employment within their degree. However, graduates indicated that the employability domain: Commencement Readiness and confidence at point of graduation, could be strengthened. The implications of this research for the development of non-placement WIL experiences, capstone subjects, the overall curriculum and broader university student experience are discussed.

Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields

2019 ◽  
Vol 39 (2) ◽  
pp. 318-331
Author(s):  
Susan Rowland ◽  
Deanne Gannaway ◽  
Rhianna Pedwell ◽  
Peter Adams ◽  
Robyn Evans ◽  
...  
Keyword(s):  
Integrated Learning ◽  
Learning Program ◽  
Work Integrated Learning

scholarly journals Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study

2020 ◽  
Vol 33 ◽  
pp. 91-101 ◽  
Author(s):  
Alison K. Reedy ◽  
María Lucía Guerrero Farías ◽  
Luis H. Reyes ◽  
Diego Pradilla
Keyword(s):  
Employability Skills ◽  
Integrated Learning ◽  
Food Engineering ◽  
Work Integrated Learning

scholarly journals Delivering work-ready business graduates - keeping our promises and evaluating our performance

2013 ◽  
Vol 4 (1) ◽  
pp. 2-22 ◽  
Author(s):  
Denise Jackson ◽  
Ruth Sibson ◽  
Linda Riebe
Keyword(s):  
Program Effectiveness ◽  
Employability Skills ◽  
Work Readiness ◽  
Management Skills ◽  
Learning Program ◽  
Content Assessment ◽  
Learning Programs ◽  
Work Integrated Learning ◽  
Business Undergraduates ◽  
Undergraduate Programs

Business schools globally are responding to calls for graduate work-readiness primarily through the development of employability skills, encompassing career management skills, and work integrated-learning (WIL). There has been considerable attention to clarifying precisely which skills should be developed, and how, but far less on evaluating employability skill provision and its impact on graduate work-readiness. This is increasingly important as industry worldwide continues to lament graduate inadequacies in certain employability skills and the extent to which they are job-ready. This paper outlines a systematic approach for evaluating employability skill outcomes and the effectiveness of learning programs in developing these skills. The approach was developed in a learning program dedicated to developing employability skills in business undergraduates in an Australian university. It may assist other universities in communicating, assessing, mapping and reporting their employability skills outcomes; an integral component of all business undergraduate programs, and now a requirement of all Australian higher education providers (TEQSA, 2011). The approach provides a means of evaluating program effectiveness in skill provision, enabling a more informed review of curricula content, assessment and pedagogical techniques to achieve better alignment with industry requirements.

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