scholarly journals A students-as-partners approach to developing a work-integrated learning program for science

2020 ◽  
pp. 125-135
Author(s):  
Susan Rowland
Keyword(s):  
Integrated Learning ◽  
Learning Program ◽  
Work Integrated Learning

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

Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields

2019 ◽  
Vol 39 (2) ◽  
pp. 318-331
Author(s):  
Susan Rowland ◽  
Deanne Gannaway ◽  
Rhianna Pedwell ◽  
Peter Adams ◽  
Robyn Evans ◽  
...  
Keyword(s):  
Integrated Learning ◽  
Learning Program ◽  
Work Integrated Learning

scholarly journals Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities

2016 ◽  
Vol 39 (1) ◽  
pp. 35-51 ◽  
Author(s):  
Denise Jackson ◽  
David Rowbottom ◽  
Sonia Ferns ◽  
Diane McLaren
Keyword(s):  
Integrated Learning ◽  
Work Placement ◽  
Work Integrated Learning

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

Technology mentors: enablers of ICT uptake in Australian small business

2015 ◽  
Vol 57 (6) ◽  
pp. 658-672 ◽  
Author(s):  
Carolyn J Woodley ◽  
Stephen Burgess ◽  
Rafael Paguio ◽  
Scott Bingley
Keyword(s):  
Information And Communication Technologies ◽  
Small Businesses ◽  
Information Technologies ◽  
Academic Staff ◽  
Pilot Program ◽  
Work Practices ◽  
Learning Program ◽  
Content Type ◽  
Global Challenge ◽  
Work Integrated Learning

Purpose – The purpose of this paper is to report on the innovative employment of students as technology mentors as part of a Blended Learning Program (BLP) that supported a group of owner-managers of small businesses to adopt appropriate information and communication technologies (ICT) to enhance their work practices. Design/methodology/approach – This discussion uses various evaluations undertaken throughout the project to examine why the technology mentor role is vital in supporting small businesses to develop digital literacies. The participants’ self-reporting of their ICT skills as well as their progress in using ICT was also assessed by technology mentors in the course of the program and reported in mentor reflections. Academic staff also evaluated the performances of technology mentors in relation to each business. Findings – Participants in the BLP pilot program singled out the technology mentors as being essential in promoting their uptake of ICT and in their ability to use specific technologies at work. Research limitations/implications – Findings are based on a pilot program involving six learners and two technology mentors. While this is a statistically insignificant number of evaluations, both the findings and the model of the BLP remain of interest. This model has the capacity to address a long-standing and global challenge to support small businesses in the use of ICT. A scaled up version of the program is required to validate the findings. Practical implications – In the final evaluation, participants all self-assessed as having increased ICT knowledge and skills. They provided specific examples of how they now use ICT. The BLP could be taken up by local and state governments who periodically attempt to support small businesses in the uptake of technologies. The BLP could also be applied to vocational education students in business, information technologies or information systems. As well as supporting small businesses to adopt ICT, this model also provides an important alternative to resource-intensive work-placement programs that are designed to develop students’ employability skills through work-integrated learning. Originality/value – Less effective attempts to support small businesses often involve face-to-face training for unrealistic periods of time that foreground technology rather than real world, useful and relevant outcomes (IBSA, 2013). This BLP successfully supported owner operators of small businesses to identify, apply and evaluate a range of software applications (“apps”) and online programs to enhance their work practices.

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