scholarly journals Student musicians’ experiences of reflexivity during internships: Personal narratives and complex modalities

2017 ◽  
Vol 35 (3) ◽  
pp. 460-475 ◽  
Author(s):  
Dawn Bennett ◽  
Anna Reid ◽  
Jennifer Rowley
Keyword(s):  
Personal Narratives ◽  
Student Thinking ◽  
Learning Activities ◽  
Integrated Learning ◽  
Complex Relation ◽  
Internship Experience ◽  
Positive Sense ◽  
Industry Practice ◽  
Work Integrated Learning ◽  
Student Reflections

A presumption behind work-integrated learning activities such as internship programmes is that student thinking will shift as a result of exposure to industry practice. We wondered if all students experience this change in the positive sense that teachers expect. To examine this presumption we asked to what extent and in what ways students reorient their thinking about self and identity as a result of an internship experience. Analysis of student reflections following a structured internship programme leads us to believe that not all students experience a shift in thinking, and that their personal narratives speak instead to a complex relation of modalities.

scholarly journals Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry

2017 ◽  
Vol 8 (1) ◽  
pp. 172-187 ◽  
Author(s):  
Michael B. Whelan
Keyword(s):  
University Research ◽  
Integrated Learning ◽  
Scholarship Of Teaching ◽  
Volume Number ◽  
Graduate Employability ◽  
Industry Practice ◽  
Work Integrated Learning ◽  
Number Of Publications ◽  
The Impact ◽  
Australian Universities

There has been an increase in the number of teaching-focused academics at Australian universities over recent years. However, research-focused and teaching-research academics have an advantage over teaching-focused academics in terms of promotion, forced redundancies and tenure. While evidence of research success is measured by volume (number of publications and research income), evidence of teaching scholarship is less quantifiable. The value of industry-university collaboration has been reported widely. However, the focus is on the value of the knowledge transfer of university research to industry and collaborative industry-university research. Academics collaborating with industry partners on research projects are able to experience current industry practice firsthand, raising the question: How do teaching-focused academics remain engaged with industry? The benefits of work-integrated learning (WIL) to hosts, students and universities are well documented. This paper poses the question: Is a WIL placement a way to reengage teaching-focused academics with industry?, and introduces the concept of ‘Academic WIL’ where academics complete an internship placement with an industry partner. The impact on graduate employability is discussed and a methodology for a teaching-focused academic to use their Academic WIL experience as evidence of their achievements in the scholarship of teaching is presented.

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.

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.

scholarly journals Recommending knowledgeable people in a work-integrated learning system

2010 ◽  
Vol 1 (2) ◽  
pp. 2783-2792 ◽  
Author(s):  
Günter Beham ◽  
Barbara Kump ◽  
Tobias Ley ◽  
Stefanie Lindstaedt
Keyword(s):  
Learning System ◽  
Integrated Learning ◽  
Integrated Learning System ◽  
Work Integrated Learning
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