Improving Experiential Learning in Sport Management Through Work-Integrated Learning

2021 ◽  
pp. 1-10
Author(s):  
Susan B. Foster ◽  
David A. Pierce
Keyword(s):  
Experiential Learning ◽  
Sport Management ◽  
Cooperative Education ◽  
The United States ◽  
Research Review ◽  
Integrated Learning ◽  
Work Experiences ◽  
Curricular Innovation ◽  
Integral Role ◽  
Work Integrated Learning

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

Work-Integrated Learning Praxis

2016 ◽  
pp. 278-289
Author(s):  
Bruce Calway
Keyword(s):  
Experiential Learning ◽  
School To Work ◽  
Research Paradigm ◽  
Integrated Learning ◽  
Research Projects ◽  
Learning Research ◽  
Work Integrated Learning ◽  
Holistic Research ◽  
Future Work ◽  
Selection Of

Education practices, like Work-Integrated Learning, result from a confluence of educational issues, and contextual and philosophical influences. This chapter commences with an overview of the Work-Integrated Learning philosophy, the contextual modifiers and the education issues that provide the framework for Work-Integrated Learning education practices. Issues in investigating or researching Work-Integrated Learning and research paradigm possibilities are explored. It is contended that adoption of a holistic research paradigm for future Work-Integrated Learning research projects is needed to avoid simplistic assessments of Work-Integrated Learning that fail to advance experiential learning (e.g. Dewey, 1938) in school-to-work and workforce scenarios, in any meaningful way. Selection of the neo-positivist research paradigm is argued.

scholarly journals Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration

2018 ◽  
Vol 11 (1) ◽  
pp. 10 ◽  
Author(s):  
Monika Hattinger ◽  
Kristina Eriksson
Keyword(s):  
Manufacturing Industry ◽  
University Education ◽  
Integrated Learning ◽  
Work Experiences ◽  
Technology Learning ◽  
Longitudinal Joint ◽  
Collaborative Negotiation ◽  
E Learning ◽  
On Line ◽  
Work Integrated Learning

Blended e-learning in higher education targeting company knowledge needs, can support continuous competence development for practitioners in the manufacturing industry. However, university education is traditionally not designed for workplace knowledge needs that strengthen practitioners’ learning in everyday work, i.e. work-integrated learning. Designing for such learning efforts is even more challenging when the pedagogical strategy is to stimulate practitioners own work experiences as a valuable knowledge source in construction with other peers or teachers. The aim is to explore how engineering practitioners and research teachers mutually co-construct knowledge. In particular, three types of case-based methodologies are examined within a range of industry-targeted e-learning courses. The study is part of a longitudinal joint industry-university project. Eleven courses were analyzed through focus group sessions with 110 practitioners from 15 different companies. Results show that 1) Virtual digital cases stimulate high technology learning, but show low collaboration with peers, 2) On-line collaborative negotiation cases stimulate both web-conferencing and high interactivity, and 3) Real workplace cases do not stimulate e-learning, but motivate strong work-integrated learning and knowledge expansion.

Experiential learning in accounting work-integrated learning: a three-way partnership

2015 ◽  
Vol 57 (2) ◽  
pp. 204-218 ◽  
Author(s):  
Evangeline Elijido-Ten ◽  
Louise Kloot
Keyword(s):  
Experiential Learning ◽  
Online Survey ◽  
Study Data ◽  
Accounting Students ◽  
Integrated Learning ◽  
Content Type ◽  
Performance Reviews ◽  
Medium Enterprise ◽  
And Performance ◽  
Work Integrated Learning

Purpose – Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context. Design/methodology/approach – Case-study data for this research were collected from the case university’s processes, semi-structured in-depth interviews with employer representatives and online survey with WIL students. Findings – The analysis reveals that both SMEs and large firms provide good training opportunities that enhance the student’s experiential learning particularly when proper WIL structures for pre-placement processes, training, supervision and performance reviews are in place. The results also confirm that WIL is seen as a positive experience by employers and students alike. Originality/value – There is a three-way partnership between the university, employers and students in a WIL contract. Calls for collaborative research involving all three parties have been made to enhance WIL programs. This study is a response to this call.

Work-Integrated Learning

2022 ◽  
pp. 157-177
Author(s):  
Ross H. Humby ◽  
Rob Eirich ◽  
Julie Gathercole ◽  
Dave Gaudet
Keyword(s):  
Learning Environments ◽  
Integrated Learning ◽  
Work Experiences ◽  
Information And Communications Technologies ◽  
Post Secondary ◽  
Southern Alberta ◽  
Communications Technologies ◽  
Real Work ◽  
Institute Of Technology ◽  
Work Integrated Learning

Work-integrated learning (WIL) continues to be an essential topic of conversation among governments, educators, employers, and students. By various names and definitions, WIL attempts to inject the realism of workplace employment tasks into the post-secondary learning environment. The COVID-19 pandemic has forced stakeholders to innovate in the WIL space often using the advances in information and communications technologies (ICT) to build further bridges between learners and real work experiences. The chapter provides an overview of WIL followed by three specifics cases from marketing faculty at the Southern Alberta Institute of Technology (SAIT). In each of the three cases, faculty used different ICT to provide engaging learning environments linking business, industry, consumers, and the learners.

scholarly journals Rapid transformation of work integrated learning from the farm to virtual reality

2021 ◽  
Vol 3 (1) ◽  
pp. 32-33
Author(s):  
Stuart Barber ◽  
Rebekah Brown
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Student Learning ◽  
Small Group ◽  
Class Group ◽  
Multiple Choice ◽  
Integrated Learning ◽  
Individual Property ◽  
Standard Format ◽  
Work Integrated Learning

All veterinary schools in Australasia require students in the first half of their course to complete work integrated learning (WIL) during vacation time on a range of animal enterprises.  This allows students to gain an understanding of how the enterprises function on a day to day basis and compare to the theoretical training that students receive on-campus.  The time on-property required is equivalent to 60 days of work with a requirement to visit several enterprises (AVBC, 2016).  COVID-19 required immediate cessation of all on-property placements.  Given the limited number of holiday weeks available for WIL we developed an on-line experiential program to support student learning.   The backbone of the online WIL experience relied on previously developed or developing virtual reality (VR) farm resources; the 4DVirtual Farm and DookieVR (Barber etal, 2016).  These resources allow students to visit properties via multiple 360 images through time on a property, allowing virtual travel through time and place to see what happens on an enterprise throughout a year.  They also integrate environmental variables and both 360 and standard video to provide access to further information.  They are viewable using mobile phones, laptop and desktop systems as well as VR viewers. The basic VR resource allows students to take their own tour around the property however the week of experiential learning was planned to reinforce the students’ ability to see what happens on the individual property throughout the year.  This compares to an individual property visit where a student gains more “hands-on” insight for a much more limited timespan of the year, usually 1-2 weeks.   The week of synchronous, experiential learning used Zoom as the primary tool to allow communication between staff and students with content managed on the learning management system, Canvas.  The standard format for each day involved an initial entire class group session, mostly in didactic information transfer from staff to students and then a mixture of small group, full class or individual tasks.  Assessment of content understanding was evaluated on a regular basis using multiple choice questions or word responses using PollEverywhere.  The large class group of 100-250 students broke into small virtual rooms of 6 to 8 students.  Each day this small student group had a task to complete and submit via Feedback Fruits, which then allocated individual students to provide written feedback on the group report by the next day.  Time was allocated for students to review these reports both individually and then to discuss the multiple reports that group members were assessing and submit feedback.  In addition, each small group reported on a relevant name to the veterinary industry, either from current or historical times.  A short video detailing the link of this name to the veterinary industry was posted to Flipgrid for both staff and other students to review.  Student understanding of the week was measured at the commencement and completion of the week using an online multiple choice quiz as well as receiving student feedback by an online survey.  This presentation will cover the background, development and design of the week and associated material.   References   AVBC (2016), Standard 9.3 Extra Mural Studies (EMS or Workplace Learning), page 32, Australasian Veterinary Boards Council, https://avbc.asn.au/wp-content/uploads/documents/public/AVBCStandardsAug2016.pdf Barber S,  Hallein E, Shallcross D,  Weston J,  Jacobson C,  Bramley E,  Celi P,  McGowan M (2016), Final report:  Development of 4D farms to improve student learning and safety, Office of Learning and Teaching https://ltr.edu.au/resources/ID12_2365_Barber_Report_2016.pdf  

scholarly journals The value of embedding work-integrated learning and other transitionary supports into the first year curriculum: Perspectives of first year subject coordinators

2021 ◽  
Vol 12 (2) ◽  
pp. 51-64
Author(s):  
Hannah Milliken ◽  
Bonnie Dean ◽  
Michelle J. Eady
Keyword(s):  
Qualitative Case Study ◽  
Career Readiness ◽  
First Year Experience ◽  
First Year ◽  
Integrated Learning ◽  
Work Experiences ◽  
Tertiary Institutions ◽  
Single Degree ◽  
Work Integrated Learning

The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing both a successful transition into university as well as an orientation to the profession is under-developed. Work-integrated learning is a leading pedagogy in tertiary institutions to build student’s career-readiness by applying theory within work experiences. However, despite the growth of WIL across discipline contexts, little is known about the prevalence and impact of WIL practices within the first year of tertiary study. The purpose of this study was to explore the perspectives of those who design and facilitate first year subjects on the value of embedding WIL and other transitionary supports into the first year curriculum. A qualitative case study was employed, with interviews from ten first-year subject coordinators within a single degree and institution. The findings reveal three crucial areas of transition in the first year: Transition into learning, Transition into being a student, and Transition into becoming a professional. Recommendations centre on benefits of a whole-of-course approach to transition and WIL for developing students with the necessary knowledge and skills to succeed both at university and into the workplace.

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.

scholarly journals Effectiveness of Work-Integrated Learning Partnerships: Case Study of Cooperative Education in Agricultural Tertiary Education

2021 ◽  
Vol 13 (22) ◽  
pp. 12684
Author(s):  
Hazem S. Kassem ◽  
Abdullah Awad Al-Zaidi ◽  
Awadh Baessa
Keyword(s):  
Organizational Climate ◽  
Learning Outcomes ◽  
Program Design ◽  
Cooperative Education ◽  
Measurement Scale ◽  
Satisfaction Level ◽  
Integrated Learning ◽  
Level Of Satisfaction ◽  
Work Integrated Learning

The growing demand for promoting the role of higher education institutions in sustainability has contributed to creating new partnerships with other actors. In the field of education, the formation of cooperative education (co-op) partnerships was adopted as a strategy for work-integrated learning in cooperation with industry. This study investigated the effectiveness of co-op partnerships and the factors that influence them in the context of tertiary agriculture education in Saudi Arabia. A random sample of 130 co-op students was selected within the Bachelor of Agricultural Sciences delivered by the College of Food and Agriculture Sciences at King Saud University. The satisfaction level of students was explored in terms of four main areas, namely, the quality of the program design, organizational climate, personal and professional qualities, and program learning outcomes. The majority of students (70%) were highly satisfied with the quality of the program design, while they had a moderate level of satisfaction regarding the organizational climate of the co-op program (74.6%). Furthermore, 85.4% of students were highly satisfied regarding the learning outcomes they gained. The results also revealed that there were significant positive relationships between the level of satisfaction of students regarding program learning outcomes and their quality assessments of the program design, personal and professional qualities, and organizational climate. The measurement scale used in this study may assist in assessing the sustainability of co-op partnerships. Moreover, understanding the satisfaction level of students can help to identify areas that should be improved and, in turn, contribute to improving the governance and sustainability of co-op partnerships for all stakeholders.

scholarly journals A Descriptive Analysis of a Health Management Work Integrated Learning Course: moving from Health Services Management learning to employment readiness

2019 ◽  
Vol 14 (2) ◽  
pp. 56-67
Author(s):  
Duncan McConnell ◽  
Russell Linwood ◽  
Gary Day ◽  
Mark Avery
Keyword(s):  
Experiential Learning ◽  
Health Services ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Health Management ◽  
Descriptive Analysis ◽  
Integrated Learning ◽  
Management Learning ◽  
Work Integrated Learning ◽  
Management Work

Health Management Work Integrated Learning is a 40 credit point penultimate course of experiential learning in the Master of Advanced Health Services Management M(Adv)HSM now offered by the School of Medicine Health at Griffith University. WIL was initiated in 2009 within the School of Public Health (Lilley et al (2009) based on a Teaching and Learning Grant to meet an existing experiential learning need identified for students studying in the enabling professional area of health management. After 15 semesters of delivery of these courses (completed at December 2016), it is timely to report on the quantitative attributes on the course to inform the post-graduate literature on this type of education. An objective of this review is to influence both curricula and student decision making regarding the future conduct and enhancement of tertiary preparation for health services management HSM employment. WIL has experienced a large increase in student enrolments in recent years suggesting that there is both strong demand for this nature of learning and student satisfaction with the quality of the learning modality in preparing for a career in HSM.

Pedagogical Approaches to Cooperative Education in South Africa

2010 ◽  
Vol 24 (4) ◽  
pp. 279-286
Author(s):  
Renitha Rampersad
Keyword(s):  
South Africa ◽  
Public Relations ◽  
Work Performance ◽  
Cooperative Education ◽  
Work Experiences ◽  
Significant Component ◽  
The Public ◽  
Educational Processes ◽  
Communication Challenges ◽  
Work Integrated Learning

The pedagogy relevant to work-integrated learning (WIL) has formed a significant component of most educational processes and has become a necessity for the public relations industry in South Africa. Properly planned, designed and monitored programmes expose students to professional culture and workplace practice. This paper outlines the pedagogy underpinning WIL and uses a qualitative approach to reveal communication challenges experienced by students in the workplace. In addition, the paper highlights the ability of the students to reflect on their work experiences and to integrate those experiences with their academic lessons. The author concludes that students thrive on challenges in the public relations industry and that the capabilities they develop as a consequence can be used effectively to enhance their work performance.

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