Managing Competing Demands in the Delivery of Work Integrated Learning: An Institutional Case Study

2015 ◽  
pp. 159-172 ◽  
Author(s):  
Heather Smigiel ◽  
Ceri Macleod ◽  
Helen Stephenson
Keyword(s):  
Integrated Learning ◽  
Competing Demands ◽  
Work Integrated Learning

Entrepreneurial Work-Integrated Learning

2021 ◽  
pp. 119-136
Author(s):  
Alon Eisenstein ◽  
Neta Raz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Job Security ◽  
Integrated Learning ◽  
Gen Y ◽  
The World ◽  
Work Integrated Learning

After decades of decreasing long-term job security and ongoing global economic crises, attention on and interest in entrepreneurship have significantly increased among Gen Y and Gen Z students in higher education institutions around the world. The pedagogical potential of work-integrated learning (WIL) and the increased offering of entrepreneurship programs in higher education intersect in a field referred to as entrepreneurial WIL (EWIL). This field, where WIL pedagogy is applied to deliver the learning outcomes of entrepreneurship education, is discussed here. The unique features and associated challenges that EWIL presents, particularly when compared with traditional forms of WIL experiences, are also examined, from the framework of a case study conducted on an internship-based course offered in a Canadian university. This chapter contributes to an understanding of the various factors that should be considered when developing novel EWIL programs in higher education institutions.

Online Work-Integrated Learning (WIL) Community

2011 ◽  
pp. 451-461 ◽  
Author(s):  
Michelle W.L. Fong
Keyword(s):  
Mobile Technology ◽  
Computer Mediated Communication ◽  
Mobile Telephone ◽  
Technology Skills ◽  
Integrated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Work Integrated Learning ◽  
Technological Limitations

This chapter presents a case study in which Computer-Mediated Communication (CMC) and mobile telephone technologies were used to liberate Work-Integrated Learning (WIL) from the constraints of location and time, and to promote inclusive practices under a blended learning environment in a particular university subject. It was found that the use of mobile devices by the students was conservative because of technological limitations and affordability issues associated with mobile technology. Although mobile technology is still not powerful or practical enough for WIL, the use of CMC technology has provided rich collaborative online WIL for students, and there are still grounds for optimism that mobile technology will become a powerful cognitive tool in the future for enhancing student learning outcomes. This case study also affirms that such technologies will only become effective educational tools if there is a stable focus on pedagogy within the curriculum and if the needs and technology skills of users are taken into consideration when integrating the technologies into the curriculum.

scholarly journals Work-integrated Learning Competencies: A Case Study in a Food Engineering Practice School Program

2020 ◽  
Vol 13 (2) ◽  
pp. 707-720
Author(s):  
Ekarut Ruayruay ◽  
◽  
Krissanapong Kirtikara ◽  
Montira Nopharatana ◽  
Komkrit Chomsuwan ◽  
...  
Keyword(s):  
Engineering Practice ◽  
Integrated Learning ◽  
School Program ◽  
Food Engineering ◽  
Learning Competencies ◽  
Work Integrated Learning

scholarly journals Work-Integrated Learning for Mining Engineering Training and the Employability Nexus in Traditional Research Universities

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Paul Dipitso
Keyword(s):  
South Africa ◽  
Engineering Students ◽  
Professional Associations ◽  
Mining Engineering ◽  
Integrated Learning ◽  
Traditional Research ◽  
Work Integrated Learning ◽  
The Impact ◽  
Engineering Training

Globally, employability is increasingly becoming an issue of concern in higher education due to demands from the labour market requiring work-ready graduates. In the Global South, particularly South Africa, universities are on a quest to develop competence and improve student employability. This paper is set to investigate the impact of work-integrated learning on employability for mining engineering undergraduates in South Africa.  The research data were collected using the mixed methods approach and a case study design. Experiential learning was used to examine the impact of work-integrated learning on the employability of mining engineering students. The findings provide a description of perspectives for mining engineers, lecturers, and workplace supervisors concerning the enhancement of employability for mining engineering students. The findings revealed that professional associations play a crucial role in the development of professional skills. This article argues for strong partnerships with industry partners to nurture the employability of mining engineering students.

Work-Integrated Learning in Postgraduate Design Research

2011 ◽  
pp. 164-183 ◽  
Author(s):  
Kin Wai Michael Siu
Keyword(s):  
Design Research ◽  
Research Area ◽  
Chinese Mainland ◽  
Integrated Learning ◽  
Research Experience ◽  
Regional Collaboration ◽  
Work Integrated Learning ◽  
Research Students ◽  
The University

Instead of only staying in the university to carry out research, postgraduate research students nowadays are expected to gain knowledge and experience through work-integrated learning. The advantages of this kind of learning include better support and facilities for research and more comprehensive and in-depth experience in the research area. The learning also provides an opportunity for students to gain other research experience and explore other research interests. However, sometimes such kind of learning opportunity is not available or not the best available locally, therefore work-integrated learning is necessary or better to be carried out in remote regions. Taking regional collaboration of work-integrated learning for postgraduate design research students between the Chinese mainland and Hong Kong as a case study, this chapter discusses the advantages, merits, issues, and problems of regional collaboration. The chapter then identifies possibilities for improvement and directions for further investigation.

Examining Feedback Practices in WIL Subjects

2021 ◽  
pp. 189-210
Author(s):  
Phoebe Rankin-Starcevic ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady
Keyword(s):  
Focus Groups ◽  
Primary Education ◽  
Literacy Development ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Within Subjects ◽  
Education Degree ◽  
Work Integrated Learning

The purpose of this study is to explore feedback practices and support for feedback literacy development within subjects that feature work-integrated learning (WIL). WIL is growing in the tertiary education context as institutions face ongoing pressure to produce graduates that are ‘work ready'. The extent to which feedback and feedback literacies are supported or transpire within WIL activities and subjects has yet to be examined. This study aims to identify current practices of feedback, particularly Gen Z students' perceptions of their feedback development, in subjects that support WIL experiences. This study was conducted as a case study within the Bachelor of Primary Education Degree at an Australian University. Thirty-four students participated in focus groups and responded to questions regarding the role and quality of feedback and feedback literacy development. Findings reveal that when students perceive activities and assessments are linked directly to their teaching (discipline) practice, that is their future careers, they are more inclined to value the feedback.

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