scholarly journals An institutional framework to guide the comparison of work-integrated learning

Author(s):  
Mollie Dollinger ◽  
Jason Brown

Work-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term – work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to diverge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff.

Author(s):  
Michael B. Whelan

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.


Author(s):  
Alon Eisenstein ◽  
Neta Raz

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.


2020 ◽  
Vol 9 (4) ◽  
pp. 61
Author(s):  
Faieza Chowdhury

In the last few years, higher education institutions (HEIs) in Bangladesh have been under severe pressure to transform the way they operate. The present Government of Bangladesh requires all universities to improve their quality of education and has implemented various projects such as Higher Education Quality Enhancement Project (HEQEP) in collaboration with the World Bank. As Bangladesh has set a target to transition out of the status of Least Developed Country (LDC) to Developing country by 2024, graduate employability and education quality are pivotal interests for the Government of Bangladesh. This paper investigates the concept of work integrated learning (WIL) and generic skills vital to enhance the employability of the current graduates in Bangladesh. We explore different types of WIL that can be applied at higher academic institutions in Bangladesh and what are the various benefits of this type of learning to the key stakeholders, namely; students, universities and employers. Finally, we conclude by pointing out the prerequisites that need to be considered in order to successfully implement WIL in Bangladesh. This is a descriptive study and we have collected data from different secondary sources such as documents available from government agencies, research organizations, archives and library. Moreover, we have also used interviews from sources such as newspapers and magazines documenting views of well-respected academicians and personalities in Bangladesh. Our findings indicate that in order to successfully integrate WIL, there are some prerequisites such as modifying the current curriculum, designing and offering work oriented courses, building strong connections with potential employers and creating awareness about WIL among faculty members and students.


Author(s):  
Susan Rowland ◽  
Daniel Blundell

Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem we examined the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes. Indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. As we consider how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy.


2021 ◽  
Author(s):  
◽  
Judith Helen Lawrence

<p>The ability of decision makers to respond to climate change impacts such as sea-level rise and increased flood frequency is challenged by uncertainty about scale, timing, dynamic changes that could lead to regime shifts, and by societal changes. Climate change adaptation decision making needs to be robust and flexible across a range of possible futures, to provide sufficient certainty for investment decisions in the present, without creating undue risks and liabilities for the near and long-term futures. A country’s governance and regulatory institutions set parameters for such decisions. The decision-making challenge is, therefore, a function of the uncertainty and dynamic characteristics of climate change, a country’s institutional framework, and the ways in which actual decision-making practice delivers on the intention of the framework.  My research asks if the current decision-making framework, at national and sub-national scales, and practices under it are adequate to enable decision makers to make climate change adaptation decisions that sufficiently address the constraints posed by climate change uncertainty and dynamic change. The focus is on New Zealand’s multi-scale governance and institutional framework with its high level of devolution to the local level, the level assumed as the most appropriate for climate change adaptation decisions. Empirical information was collected from a sample of agencies and actors, at multiple governance scales reflecting the range of geographical characteristics, governance types, organisational functions and actor disciplines. Data were collected using a mix of workshops, interviews and document analyses. The adequacy of the institutional framework and practice was examined using 12 criteria derived from the risk-based concepts of precaution, risk management, adaptive management and transformational change, with respect to; a) understanding and representing uncertainty and dynamic climate change; b) governance and regulations; and c) organisations and actors.  The research found that the current decision-making framework has many elements that could, in principle, address uncertainty and dynamic climate change. It enables long-term considerations and emphasises precaution and risk-based decision making. However, adaptive and transformational objectives are largely absent, coordination across multiple levels of government is constrained and timeframes are inconsistent across statutes. Practice shows that climate risk has been entrenched by misrepresentation of climate change characteristics. The resulting ambiguity is compounded at different governance scales, by gaps in the use of national and regional instruments and consequent differences in judicial decisions. Practitioners rely heavily upon static, time-bound treatments of risk, which reinforce unrealistic community expectations of ongoing protections, even as the climate continues to change, and makes it difficult to introduce transformational measures. Some efforts to reflect changing risk were observed but are, at best, transitional measures. Some experimentation was found in local government practice and boundary organisations were used as change-agents. Any potential improvements to both the institutional framework and to practices that could enable flexible and robust adaptation to climate change, would require supporting policies and adaptive governance to leverage them and to sustain decision making through time.  This thesis contributes to understanding how uncertainty and dynamic climate change characteristics matter for adaptation decision making by examining both a country-level institutional framework and practice under it. The adequacy analysis offers a new way of identifying institutional barriers, enablers and entry points for change in the context of decision making under conditions of uncertainty and dynamic climate change.</p>


2020 ◽  
Vol 17 (4) ◽  
pp. 80-94
Author(s):  
Bonnie Dean ◽  
◽  
Venkata Yanamandram ◽  
Michelle J. Eady ◽  
Tracey Moroney ◽  
...  

Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs.


2021 ◽  
Author(s):  
Juliet Gillam ◽  
Nathan Davies ◽  
Jesutofunmi Aworinde ◽  
Emel Yorganci ◽  
Janet E Anderson ◽  
...  

BACKGROUND As dementia progresses, symptoms and concerns increase causing considerable distress for the person and caregivers. Integration of care between care homes and healthcare services is vital to meet increasing care needs and maintain quality of life. However, access to high-quality healthcare is inequitable. eHealth offers a potential solution, by supporting remote specialist input on care processes like clinical assessment and decision-making, and streamlining care on site. How best to implement eHealth in the care home setting is unclear. OBJECTIVE This review aimed to identify key factors that influence implementation of eHealth for people living with dementia in long-term care. METHODS A systematic search of EMBASE, PsychInfo, MEDLINE and CINHAL was conducted to identify studies published between 2000-2020. Studies were eligible if they focused on eHealth interventions to improve treatment and care assessment or decision-making for residents with dementia in care homes. Data were thematically analysed and deductively mapped onto the six constructs of the adapted Consolidated Framework for Implementation Research (CFIR). Results are presented as a narrative synthesis. RESULTS 29 studies were included, focusing on a variety of eHealth interventions including remote video-consultations and clinical decision support tools. Key factors which influenced eHealth implementation were identified across all six constructs of the CFIR. Most concerned the Inner Setting construct about requirements for implementation in the care home, such as providing a conducive learning climate, engaged leadership and sufficient training and resources. Four novel subconstructs were identified to inform implementation requirements to meet resident needs and engage end-users. CONCLUSIONS Implementing eHealth in care homes for people with dementia is multi-factorial and complex, involving interaction between the resident, staff and organisation. Application of the CFIR for care homes requires an emphasis on the needs of residents and the engagement of end users in the implementation process. A novel conceptual model of the key factors was developed, and translated into 18 practical recommendations on implementation of eHealth in long-term care to guide implementers or innovators in care homes. The policy imperative for integrated health and social care demands successful implementation of eHealth, to maximise uptake and drive improvements.


2015 ◽  
Vol 5 (4) ◽  
pp. 401-416 ◽  
Author(s):  
Catriona Gribble ◽  
Jill Blackmore ◽  
Mark Rahimi

Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.


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