Examining and challenging the intentions of work-integrated learning

2017 ◽  
Vol 7 (2) ◽  
pp. 198-210 ◽  
Author(s):  
Jenny Fleming ◽  
Neil J. Haigh
Keyword(s):  
Cooperative Education ◽  
Theory And Practice ◽  
First Century ◽  
University Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Study Methodology ◽  
Work Integrated Learning

Purpose While the intended outcomes of work-integrated learning (WIL) are well documented, significant challenges arise when the stakeholders have different understandings and expectations. The purpose of this paper is to examine the alignment of stakeholder views on the defining features of cooperative education as a model of WIL. Design/methodology/approach An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews, was used to determine the views of students, workplace supervisors and university academic supervisors involved in a sport cooperative education program. Findings Students, workplace supervisors and academic supervisors shared a perception that the students’ development of employability skills and their acquisition of experience in industry were the primary intended outcomes. As an associated benefit, students would be work-ready. Ideally, cooperative education experiences should also provide opportunities for students to learn to integrate theory and practice, further develop their personal and professional identities, and learn to navigate the important ethical aspects of being a professional. Practical implications While the employability emphasis in the findings aligns well with government agendas, graduates need to be prepared for complex and dynamic workplaces, and to be future ready for careers that are yet to exist. WIL curricula need to explicitly address this expanded agenda, which in turn needs to be communicated clearly to all stakeholders. Originality/value This paper challenges stakeholders in WIL to move beyond a focus on preparing students for the “now” and to reconsider the learning outcomes that should be imperative for university education in the twenty-first century.

Academic's perceptions of work-integrated learning in non-vocational disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabrielle A. Lloyd ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady ◽  
Conor West ◽  
Venkata Yanamandram ◽  
...  
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Work Integrated Learning

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

Using sociocultural insights to enhance work-integrated learning

2018 ◽  
Vol 8 (4) ◽  
pp. 395-407 ◽  
Author(s):  
Jenny Fleming ◽  
Neil J. Haigh
Keyword(s):  
Social Process ◽  
Cultural Dimensions ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
University Environment ◽  
The Social ◽  
Work Integrated Learning ◽  
The University

Purpose When learning in the workplace is conceptualised as a social process, different social or cultural features of workplaces may enable or constrain students’ learning. The purpose of this paper is to understand the views of students, workplace supervisors and university academics concerning sociocultural features that influenced work-integrated learning (WIL) experiences. Design/methodology/approach An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews was used to determine the views of stakeholders involved in WIL experiences in a sport undergraduate degree. Findings Students’ learning was enhanced when they participated in authentic activities, worked alongside colleagues and could assume increasing responsibility for roles they were given. Social experiences, interactions and activities provided them with opportunities to access individual, shared and tacit knowledge, to learn about language, processes and protocols for interacting and communicating with others, and to become aware of the culture of the workplace. When students successfully acquired this knowledge they were able to “take-on” the accepted characteristics and practices of the workplace community – an outcome that further enhanced their learning. Practical implications Students need to understand the social and cultural dimensions of how the work community practices before they begin WIL experiences. Practical ways of addressing this are suggested. Originality/value This paper conceptualises WIL as learning through the “practice of work communities” whereby through the activities of the community students can access knowledge in a way that may differ from what they are familiar with from their experiences within the university environment.

Work integrated learning internships in transnational education

2019 ◽  
Vol 61 (3) ◽  
pp. 359-373 ◽  
Author(s):  
Christine Bilsland ◽  
Leanne Carter ◽  
Leigh N. Wood
Keyword(s):  
Theory Approach ◽  
Transnational Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Content Type ◽  
Local Stakeholder ◽  
Employment Transitions ◽  
Stakeholder Perspectives ◽  
University Support ◽  
Work Integrated Learning

Purpose Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location. Design/methodology/approach A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam. Findings Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs. Research limitations/implications The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL. Practical implications Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts. Originality/value The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.

From individuals to the organization

2019 ◽  
Vol 26 (6) ◽  
pp. 617-630 ◽  
Author(s):  
Ziad El-Awad
Keyword(s):  
Process Model ◽  
Organizational Routines ◽  
Structured Interviews ◽  
Entrepreneurial Learning ◽  
Case Study Methodology ◽  
Content Type ◽  
Team Members ◽  
Knowledge Domains ◽  
Dynamic View ◽  
Study Methodology

Purpose This study aims to develop a process model that details the mechanisms and learning processes by which entrepreneurial learning transpires at multiple levels in the organization. Using the transactive memory system (TMS) framework as a reference, the model specifies how individual streams of knowledge are routinized in nonhuman elements and, over time, become embedded in organizational routines and procedures. Design/methodology/approach The research uses a case-study methodology building on 18 in-depth semi-structured interviews, 20 h of non-participative observations and internal company documents. Findings The study demonstrates that knowledge is channeled from individuals to the organization via mechanisms that operate at the venture-team level – principally externalizing distinctions; rotating task work; co-constructing the task; and routinizing behavior. These mechanisms are fundamental for creating knowledge repertoires on which team members can build and for channeling different knowledge domains into the organization. Originality/value The study offers a dynamic view of entrepreneurial learning, underlining the structural and transactive components of TMS as being foundational for embedding knowledge in organizational routines and procedures.

Dual branding: a case study of Wyndham

2018 ◽  
Vol 1 (3) ◽  
pp. 240-257 ◽  
Author(s):  
Giulio Ronzoni ◽  
Edwin Torres ◽  
Juhee Kang
Keyword(s):  
Design Methodology ◽  
Financial Economic ◽  
Theory And Practice ◽  
Case Study Methodology ◽  
Content Type ◽  
Body Of Knowledge ◽  
Study Methodology ◽  
Depth Interviews ◽  
Analysis Choice

Purpose The purpose of this paper is to analyze the theory and implementation of dual branding. The authors explore whether dual branding is a positive choice for two hotel brands belonging to the same firm and operating under the same roof, in this case, a Wyndham and a Wyndham Garden branded property. Design/methodology/approach A case study methodology was employed. In-depth interviews were conducted with managers regarding their decisions and implementation of a dual branding strategy. Findings The authors reveal the organizational, operational, technical, marketing, financial, economic and technological challenges experienced before, during and after the dual branding transition. Moreover, they reveal the results of the implementation and its consequences to the hotel and its customers. A conceptual model is presented with the goal of assisting and facilitating the investigation, analysis, choice and implementation of dual branding by hoteliers. Originality/value The present research expands the existing body of knowledge, bridges the theory and practice of branding in the lodging sector, advances dual branding theory and provides insightful implications for scholars and managers alike.

Supply chains and COVID-19: impacts, countermeasures and post-COVID-19 era

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Atif Saleem Butt
Keyword(s):  
Supply Chain ◽  
Structured Interviews ◽  
Senior Managers ◽  
Supply Chain Disruptions ◽  
Case Study Methodology ◽  
Content Type ◽  
Study Methodology ◽  
The Impact ◽  
Opening Up

PurposeThis paper explores the steps/countermeasures taken by firms to address supply chain disruptions in the wake of COVID-19.Design/methodology/approachThis study employs a case study methodology and employs 46 semi-structured interviews with senior managers of the three buying firms, four distribution centres and four supplying firms based in four countries (Pakistan, Sri Lanka, China and India).FindingsResults reveal that manufacturers are refining production schedules to meet the production challenges. Distributors are working with secondary suppliers to meet the inventory shortage. Finally, supplying firms are evaluating the impact of demand, focusing on short-term demand-supply strategy, preparing for channel shifts, opening up additional channels of communication with key customers, understanding immediate customer’s demand and priorities and finally becoming more agile.Research limitations/implicationsThere are some limitations to this study. First, the results of this study cannot be generalized to a wider population. Second, this study explores the interpretations of senior managers based in four Asian countries only.Practical implicationsSupply chain firms can use these findings to understand how COVID-19 is affecting firms. Firms can also use the suggestions provided in this study to mitigate the impact of COVID-19 and make the best out of this pandemic.Originality/valueThis study contributes to the supply chain disruption literature by exploring the robust countermeasure taken by supply chain firms amid COVID-19 outbreak. In particular, it explores such countermeasures from the perspective of three different entities (buyer, supplier and distributor) based in four different countries in the South Asian region.

Unusual venues for business events: key quality attributes of museums and art galleries

2020 ◽  
Vol 6 (4) ◽  
pp. 847-862
Author(s):  
Vladimir Antchak ◽  
Eleanor Adams
Keyword(s):  
Interior Design ◽  
Quality Attributes ◽  
Structured Interviews ◽  
Art Gallery ◽  
Case Study Methodology ◽  
Content Type ◽  
Study Methodology ◽  
Business Events ◽  
Key Aspects

Purpose This paper aims to identify the key quality attributes a museum or art gallery should possess and enhance to become an attractive business event venue. Design/methodology/approach The research adopted a two-stage case-study methodology. Firstly, three museums were selected in Manchester, UK, to explore the venues’ approaches to hosting business events. These were the Lowry Art Centre, Salford Museum and Manchester Art Gallery. Secondly, a business event at another museum in the city, Science and Industry Museum, was accessed to explore the audiences’ perceptions and industry requirements regarding the organisation of events in museums. In total, 21 qualitative semi-structured and structured interviews were conducted with the event delegates, event planners and museums’ management. Findings Thematic analysis was applied to identify three key attributes: venue character, memorability and functionality and feasibility. Venue character refers to the overall appeal of a venue, including its history, status and interior design. Memorability refers to the authenticity and uniqueness of the attendee experience at a corporate event organised in a museum. Finally, functionality and feasibility deals with the availability of functional facilities, space flexibility and diverse venue regulations. Originality/value The findings of the research provide valuable insights to both museums and event companies. The research reveals the main benefits and drawbacks of using a museum or an art gallery as a venue for business events and suggests key aspects to consider while staging a business event in a cultural institution. Museums could apply the findings in marketing to emphasise their uniqueness, authenticity and flexibility.

scholarly journals Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability

2021 ◽  
Author(s):  
Ville Björck
Keyword(s):  
Cooperative Education ◽  
Theory And Practice ◽  
Integrated Learning ◽  
Daily Work ◽  
Knowing That ◽  
Graduate Employability ◽  
Informal Theory ◽  
Occupational Work ◽  
Work Integrated Learning ◽  
Theory Practice Gap

AbstractWork-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory–practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where ‘theory’ and ‘practice’ is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that ‘theory’ is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students.

Investigating work-integrated learning and its relevance to skills development in degree apprenticeships

2020 ◽  
Vol 10 (5) ◽  
pp. 767-781
Author(s):  
Iro Konstantinou ◽  
Elizabeth Miller
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Exploratory Research ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Content Type ◽  
The Government ◽  
Work Integrated Learning ◽  
Public And Private Sector ◽  
The Uk

PurposePrevious research suggests that higher education provision, the government's knowledge-based economic agenda and the attributes employers look for in graduates are not always aligned, leading to a skill shortage and the production of graduates who are not “work ready”. Degree apprenticeships (DAs) are well placed to address this gap because employers are involved in both the design and delivery of higher education and work with higher education institutions (HEIs) to develop the skills both parties believe graduates need through work-integrated learning (WIL). This paper will address how DAs can be utilised to that purpose.Design/methodology/approachThis paper draws on data collected from students, ranging from their first to final years, enrolled in the Chartered Manager Degree Apprenticeship (CMDA) programme at a higher education provider in London, UK. The national context of the UK is crucial both because of how DAs have been introduced by the government; how the pedagogical implications defer from other national contexts and work based provision and also because there are clear contrasts in how the private and public sector in the UK are “using” degree apprentices. The authors adopted an exploratory research design using semi-structured interviews and focus groups.FindingsThe authors argue that a reflective approach in assessed coursework, in conjunction with an explicit focus on the skill development of students, can enhance the experience of degree apprentices completing WIL modules. The authors highlight the potential of WIL modules in advancing the ability of degree apprentices to reflect on their practice while they are working and studying, a process which can have long- term benefits to their professional identity. The authors draw attention to the affordances given to apprentices to develop their professional identity drawing comparisons between the public and private sector in the UK.Originality/valueThis paper adds to the work on DAs and WIL currently being undertaken in the UK. By exploring the case study of a cohort of DAs engaging in productive reflection with regards to the skills they develop at the workplace and in the classroom, the authors point to a way in which module development can integrate such reflective elements.

scholarly journals An investigation into blogging as an opportunity for work-integrated learning for journalism students

2015 ◽  
Vol 5 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Ruth Stoker
Keyword(s):  
Online Communication ◽  
Subject Area ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Content Type ◽  
Transferable Skills ◽  
Graduate Attributes ◽  
Journalism Students ◽  
The Government ◽  
Work Integrated Learning

Purpose – Blogging has become a well-established method of online communication and publication, used by individuals and organisations to disseminate news, ideas and information. In their earlier forms, blogs were used as online diaries, but have now evolved into complex digital environments. The purpose of this paper is to consider whether blogging can be framed as a mode of work-integrated learning in the context of journalism and media education, and to ask whether blogging can develop transferable skills useful in graduate-level employment. Design/methodology/approach – Semi-structured interviews were conducted with established undergraduate bloggers to investigate which skills and attributes were developed through blogging. Findings – When evaluated against the Prospects UK list of graduate attributes (the Government career’s service) blogging allows the development of the vast majority of transferable skills, abilities and behaviours expected of graduates. It is necessary to structure the curriculum to ensure that blogging is taught, and blogging activity monitored and evaluated, so that journalism undergraduates maximise the opportunities offered by blogging and fully reflect on their experiences. Originality/value – This paper argues that these online environments, with their associated communities, offer journalism students opportunities for work-integrated learning. It argues that blog environments have the potential to enable students to develop journalism-specific skills, and enhance transferable graduate attributes including creativity, sophisticated communication competencies, initiative and problem solving. It suggests that blogging offers a platform for accessing experiential learning, and as such should be considered within a curriculum for work-integrated learning in the journalism and media subject area.

Sign in / Sign up

Export Citation Format

Share Document