scholarly journals Toward a Future-Ready Talent Framework for Co-operative and Work-Integrated Learning

2019 ◽  
Author(s):  
Norah McRae ◽  
Dana Church ◽  
Jennifer M. Woodside ◽  
David Drewery ◽  
Anne Fannon ◽  
...  
Keyword(s):  
Secondary Students ◽  
Integrated Learning ◽  
Skill Sets ◽  
Post Secondary ◽  
Future Of Work ◽  
Powerful Means ◽  
The Future ◽  
Work Integrated Learning ◽  
Context Specific ◽  
Adaptive Resilience

Co-operative education and work-integrated learning (WIL) are powerful means to prepare post-secondary students for the VUCA world: a world that is volatile, uncertain, complex, and ambiguous. Co-op and WIL programs expose students to the workplace which, among other things, allows students to learn about the contexts and challenges facing their employers. This contributes to the development of an “adaptive resilience” that is so crucial for coping with VUCA and the future of work and learning. Still, existing co-op and WIL programs can do more. We developed a Future-Ready Talent Framework that provides educators with explicit learning outcomes, gives students clear expectations, and equips organizations with a common language with which to interact with post-secondary institutions, educators, and students. Our Framework is comprised of four different skill sets: Discipline and Context Specific Skills, Develop Self, Build Relationships, and Create Solutions. Each of the four skill sets includes three distinct skills. Although it is a work in progress, our Framework can serve as the basis for improved curriculum, communication, and evaluation, and can serve as a tool for students to develop the confidence and know-how to face the future of work and learning.

Why Canada needs a global education strategy

2018 ◽  
Vol 73 (1) ◽  
pp. 146-157 ◽  
Author(s):  
Roland Paris ◽  
Margaret Biggs
Keyword(s):  
International Education ◽  
Secondary Students ◽  
Global Education ◽  
Learning Experiences ◽  
Study Group ◽  
National Strategy ◽  
Integrated Learning ◽  
Post Secondary ◽  
Education Strategy ◽  
Work Integrated Learning

Based on the report of the Study Group on Global Education, this article explains why Canada needs a national strategy aimed at significantly increasing the number of Canadian post-secondary students going abroad for study and work-integrated learning experiences. International education may once have been viewed as an optional luxury. Now it must be seen as a vital tool to equip young Canadians – and Canada – to succeed in a more complex and competitive world.

The future of work-integrated learning

2021 ◽  
pp. 251-268
Author(s):  
Anna D. Rowe ◽  
Sonia J. Ferns ◽  
Karsten E. Zegwaard
Keyword(s):  
Integrated Learning ◽  
Future Of Work ◽  
The Future ◽  
Work Integrated Learning

Preparing Gen Y and Z for the Future of Work Through Co-operative Education

2021 ◽  
pp. 94-118
Author(s):  
T. Judene Pretti ◽  
Norah McRae
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Gen Y ◽  
Future Of Work ◽  
The Future ◽  
Work Integrated Learning ◽  
The University ◽  
Future Work ◽  
Support Students

There are many predicted changes for the future of work. These changes will have significant implications for the type of work that people will do and the careers they will have. The question for many higher education institutions is what can be done to support students in preparing for what is predicted to be a volatile, uncertain, complex, and ambiguous (VUCA) future. In this chapter, work-integrated learning (WIL) will be explored as a model of education particularly useful in preparing students for a VUCA world. The chapter will examine one WIL program in particular, the University of Waterloo's co-op program, and consider how its design aligns and supports students in preparing for their future work.

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.

An entrepreneurial view of universal work-integrated learning

2020 ◽  
Vol 62 (4) ◽  
pp. 393-411
Author(s):  
AnneMarie Dorland ◽  
David J. Finch ◽  
Nadège Levallet ◽  
Simon Raby ◽  
Stephanie Ross ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Integrated Learning ◽  
Community Partners ◽  
Content Type ◽  
Post Secondary ◽  
The Core ◽  
Program Of Study ◽  
Learning Ecosystem ◽  
Work Integrated Learning ◽  
The Individual

PurposeWork-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?Design/methodology/approachIn this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.FindingsAt the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.Originality/valueUltimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.

scholarly journals Development of a Rubric to Assess Lifelong Learning in Work-Integrated Learning Reflection Assignments

2019 ◽  
Vol 12 ◽  
pp. 94-105
Author(s):  
Robert Sproule ◽  
Dave Drewery ◽  
Judene Pretti
Keyword(s):  
Nous Avons ◽  
Lifelong Learning ◽  
Financial Management ◽  
Assessment Instrument ◽  
Integrated Learning ◽  
Self Assessment ◽  
Post Secondary ◽  
Milieu De Travail ◽  
Initial Support ◽  
Work Integrated Learning

Lifelong learning has emerged as an important learning outcome across the Canadian post-secondary education system. However, assessments of lifelong learning have been limited to students’ self-reports, particularly questionnaires. In programs that offer work-integrated learning experiences, students’ reflections may provide a window to further developing this outcome. The purpose of this study was to develop a rubric for assessing lifelong learning in this context. A review of the literature was used to develop both a rubric and self-assessment instrument for measuring lifelong learning. Students in an accounting and financial management co-op program at a Canadian university (n = 32) completed the self-assessment and the rubric was applied to two reflection assignments. Staff feedback and correlational analyses provide initial support for the rubric as a useful tool for assessing lifelong learning. Implications for educators especially in work-integrated learning contexts are addressed. Keywords: lifelong learning, reflection, rubric, work-integrated learning   L’apprentissage permanent est devenu un objectif d’apprentissage important dans l’ensemble du système d’éducation postsecondaire canadien. Toutefois, l’évaluation de l’apprentissage permanent s’est limitée jusqu’à maintenant aux témoignages des étudiants, au moyen de questionnaires tout particulièrement. Dans les programmes qui offrent des expériences d’apprentissage intégrées au milieu du travail, les réflexions des étudiants peuvent représenter une occasion de progrès dans ce domaine. L’objectif de notre étude était de concevoir une grille d’évaluation permettant d’évaluer l’apprentissage permanent dans un tel contexte. En nous fondant sur un examen des études existantes, nous avons élaboré cette grille ainsi qu’un outil d’auto-évaluation afin d’évaluer l’apprentissage permanent. Des étudiants inscrits dans un programme d’alternance travail-études en comptabilité et gestion financière d’une université canadienne (n = 32) ont complété l’auto-évaluation et nous avons appliqué la grille d’évaluation à deux devoirs d’ordre réflexif. Les commentaires du personnel et l’analyse des corrélations semblent de prime abord indiquer que la grille d’évaluation est un outil utile pour évaluer l’apprentissage permanent. Nous discutons des conséquences de notre étude pour les éducateurs, tout spécialement dans le contexte de l’apprentissage intégré au milieu de travail.   Mots clés : apprentissage permanent, réflexion, grille d’évaluation, apprentissage intégré au milieu de travail

High-Impact Educational Practices in Kinesiology: Examples of Curricular Advancements to Prepare Students for the Future of Work

2021 ◽  
pp. 1-9
Author(s):  
Wendy Wheeler ◽  
Heather Van Mullem
Keyword(s):  
Curriculum Design ◽  
Learning Experience ◽  
College Education ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
Strategic Partnerships ◽  
Future Of Work ◽  
The Future ◽  
Work Integrated Learning

A 21st century college education should prepare students to meet workforce demands and contribute to an educated citizenry. This paper provides examples of the ways in which two institutions are adjusting kinesiology program design and delivery through the adoption of high-impact educational practices to prepare students to meet these goals. The authors describe first-year experiences to develop critical information literacy, a series of collaborative community-based health projects, and a unique internship experience for work-integrated learning. The authors reflect on the similarities between their efforts to implement high-impact teaching practices to prepare kinesiology students for the future of work. Keys to success include: (a) shifting to idea-based, learner-centered curriculum design; (b) developing strategic partnerships with college services, programs, and administrators; and (c) recognizing the significant impact of the changes on the student learning experience.

An Archetype of WIL in Information Technology at Baden-Württemberg Cooperative State University Ravensburg, Germany

2011 ◽  
pp. 245-255
Author(s):  
Karin Reinhard ◽  
Shalini Singh
Keyword(s):  
Information Technology ◽  
Accreditation Process ◽  
State University ◽  
Integrated Learning ◽  
Leading Role ◽  
The Future ◽  
Role Players ◽  
Work Integrated Learning

The chapter provides an overview of Work Integrated Learning (WIL) into the Information Technology (IT) programme offered at the Baden-Württemberg Cooperative State University in Ravensburg, Germany. The opinions and debates of leading role-players in WIL are featured. The university’s pose and the operations adopted in managing this programme will be presented. These include the structure of the IT programme, its accreditation process, strengths, and weaknesses. The chapter concludes with the programmes direction for the future.

scholarly journals Mining in the twenty-first century and its world of work: Considerations for universities offering mining qualifications

2020 ◽  
Vol 201 ◽  
pp. 01001
Author(s):  
Frederick Cawood
Keyword(s):  
21St Century ◽  
Industrial Revolution ◽  
First Century ◽  
Skill Sets ◽  
Future Of Work ◽  
Digital Mine ◽  
Learning Content ◽  
International Trends ◽  
The Future ◽  
Fundamental Shift

The intelligent digital mine of the future will look very different to what we have today; it will be managed differently, have different skill-sets, and will be staffed by professions that do not exist today. While mining in the 20th century was about ‘more’ (more production, for example), the 21st century is about ‘better’ (safer production, for example). This article investigates this fundamental shift from ‘more’ to ‘better’ by examining how the current international trends affect mining and its world of work. There are clear indications that the future of work requires a re-evaluation of skills-sets, qualifications and certification thereof. Although this shift creates a problem for current mine occupations with outdated skills-sets, there are many new opportunities for those who update their skills and knowledge so that they remain (or become) relevant in a cross-industry 21st century context. The approach followed in this article is an interpretation of how the fourth industrial revolution affects the world – and mining in particular – followed by a conceptual analysis of how it is shaping the future of work for mining. The fundamental learning content for a future-ready mining engineering graduate is then addressed. The findings of this article will benefit mining in general, but more particularly universities, skills providers and, most important, the youth who are preparing themselves for this world of work in mining.

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