The WIL to learn: students’ perspectives on the impact of work-integrated learning placements on their professional readiness

2019 ◽  
Vol 39 (5) ◽  
pp. 869-882
Author(s):  
Kerry Therese Aprile ◽  
Bruce Allen Knight
Keyword(s):  
Integrated Learning ◽  
Work Integrated Learning ◽  
The Impact

When things go wrong: the implications for facilitators of work integrated learning placements in international destinations

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deborah Agnew ◽  
Elizabeth Abery ◽  
Sam Schulz ◽  
Shane Pill
Keyword(s):  
Emotional Labor ◽  
Critical Incidents ◽  
Real Life ◽  
Integrated Learning ◽  
Analysis Model ◽  
Content Type ◽  
Work Integrated Learning ◽  
Staff Wellbeing ◽  
The University ◽  
The Impact

PurposeInternational work integrated learning (iWIL) placements for university students are widely promoted within universities. However, they cannot be offered and sustained without a great deal of time and effort; most commonly the responsibility of an assigned university facilitator. Preparation and support are essential for a positive student experience and iWIL outcome. However, not all experiences and outcomes are positive, or predictable.Design/methodology/approachPersonal vignettes of university iWIL facilitators are used to create a collaborative autoethnography (CAE) of experiences and outcomes where placements have been affected by unexpected or unprecedented “critical incidents” and the impact incurred on these academics. The vignettes are analyzed according to the Pitard (2016) six-step structural analysis model.FindingsAnalysis of the vignettes identifies a resulting workload cost, emotional labor and effect on staff wellbeing. Due to the responsibility and expectations of the position, these incidents placed the university iWIL facilitator in a position of vulnerability, stress, added workload and emotional labor that cannot be compared to other academic teaching roles.Practical implicationsIt is intended through the use of “real life” stories presented in the vignettes, to elicit consideration and recognition of the role of the iWIL facilitator when dealing with “the negatives” and “bring to light” management and support strategies needed.Originality/valueResearch is scant on iWIL supervisor experience and management of “critical incidents”, therefore this paper adds to the literature in an area previously overlooked.

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 Editorial: Advancing Non-placement Work-integrated Learning Across the Degree

2020 ◽  
Vol 17 (4) ◽  
pp. 2-8
Author(s):  
Bonnie Dean ◽  
◽  
Michelle J. Eady ◽  
Venkata Yanamandram ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Integrated Learning ◽  
Special Issue ◽  
Professional Networks ◽  
Transferable Skills ◽  
Global Pandemic ◽  
Workplace Preparation ◽  
Work Integrated Learning ◽  
The Impact

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.

Factors influencing the participation of industry professionals in Work-Integrated Learning in Vietnamese universities: a qualitative approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nguyen Thi Ngoc Ha ◽  
Eva Dakich ◽  
Susan Grieshaber
Keyword(s):  
Higher Education Policy ◽  
Public Universities ◽  
Qualitative Approach ◽  
Integrated Learning ◽  
Content Type ◽  
Factors Influencing ◽  
Holistic Understanding ◽  
Work Integrated Learning ◽  
The Impact ◽  
Industry Professionals

PurposeThis article explores factors influencing the participation of industry professionals in Work-Integrated Learning (WIL) in three Vietnamese public universities. The impact of the unique socio-cultural background of Vietnam on WIL is also addressed.Design/methodology/approachA qualitative approach that included three focus groups and 15 individual in-depth interviews was applied. In total, 30 key university and industry WIL stakeholders were involved. Thematic analysis was employed to identify enablers and inhibitors to the participation of industry professionals in WIL in Vietnamese universities.FindingsIndustry professionals faced more challenges than support when involved in WIL in three Vietnamese public universities. Four enablers of their participation in WIL stemmed from industry and nine inhibitors emerged from a variety of sources. The overwhelming number of inhibiting factors indicated difficulties associated with implementing WIL.Originality/valueThe rationale behind limited industry involvement in Vietnamese universities has not been explored previously. A holistic understanding of all key WIL stakeholders’ perceptions of factors influencing industry participation in a non-Western tertiary context may provide leads for higher education policy in Vietnam and add to the international literature.

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.

Student work readiness in Australian engineering workplaces through work integrated learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nirmal Kumar Mandal ◽  
Francis Robert Edwards
Keyword(s):  
Engineering Students ◽  
Student Assessment ◽  
Engineering Application ◽  
Personal Attributes ◽  
Integrated Learning ◽  
Student Work ◽  
Content Type ◽  
Assessment Engineering ◽  
Work Integrated Learning ◽  
The Impact

PurposeAs part of the Co-Operative Education Program (CEP) under study, a Work-integrated Learning (WIL) student engagement framework is presented. The framework focusses on the effectiveness of the WIL program with real-world assessment tasks to prepare students for graduate employment. In order to evaluate the level at which the engineering graduates are work-ready, an analysis of qualitative and quantitative survey data from CQU students, employers and data from other sources was undertaken. The paper aims to discuss these issues.Design/methodology/approachWIL is an effective pedagogical strategy employed in engineering curriculum to engage students with workplace partners and engineering practices. However, little is known about the problems exist in the WIL processes including insufficient resources and support for mentoring students. On overcoming the problems, an effective collaboration between students, universities and engineering workplaces provides an enhanced engagement experience and enables students’ work-ready skills. Central Queensland University (CQU)’s Bachelor of Engineering (Honours) and Diploma of Professional Practice (Co-op) students participate in two 6-month WIL placements over the course of their university studies.FindingsTo identify the impact of the co-operative education model on graduate outcomes, an analysis of student assessment data from 2016 to 2018 showed that the student employability indicators were consistently above the national average of graduate engineering students. All areas such as knowledge base, engineering ability and professional attributes, students’ performance were rated at or above the average of a graduate engineer by employers.Originality/valueAs part of practice assessment, engineering workplace employers provide an evaluation of students’ performance against the Engineers Australia (EA) Stage 1 Competency Standard for Professional Engineers, involving sixteen mandatory elements in the areas of knowledge and skill base, engineering application ability, and professional and personal attributes.

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