scholarly journals Evaluating Alternative Work-Integrated Learning Opportunities: Student Perceptions of Interdisciplinary Industry-Based Projects

2020 ◽  
Vol 17 (4) ◽  
pp. 95-107
Author(s):  
Melanie Hayes ◽  
◽  
Leela Cejnar ◽  
Keyword(s):  
Student Perceptions ◽  
Teaching Practice ◽  
Course Delivery ◽  
Degree Programs ◽  
Integrated Learning ◽  
Transferable Skills ◽  
Community Project ◽  
Unique Experience ◽  
Work Integrated Learning ◽  
World Industry

Industry and Community Project Units (ICPU) are a work-integrated learning (WIL) initiative designed to provide an interdisciplinary, project-based experience for students based on real-world industry problems. With any new program, reflecting on the course delivery is essential for future quality improvement. Brookfield (2017) has suggested many student-centred approaches through which we can reflect on teaching practice, including Letters to Successors, whereby current students reflect on their experience and provide guidance for surviving and thriving the course, in a letter to future students. This study aimed to analyse the anonymous Letters to Successors penned by four separate ICPU cohorts, to understand students’ perceptions of undertaking interdisciplinary, industry-based projects. The text within the Letters to Successors was analysed adopting a thematic analysis, using a realist and inductive approach. Four key themes were identified in the letters: working with others, focusing on tasks, having fun, and the unique experience. The students were overwhelmingly positive in describing their experience and were grateful for the opportunity to participate in a unit unlike others in their degree programs. Many of the skills and behaviours the students attributed to success align with the transferable skills required to develop their employability; this demonstrates the value of this non-placement WIL initiative as an alternative for traditionally lengthy placements or internships that can be burdensome for both student and industry. Further research to expand our findings, or to alternatively explore the views of staff and industry partners, would be valuable in ongoing evaluations of interdisciplinary, industry-based projects as an alternative model of WIL.

scholarly journals An Institutional Framework for Scaffolding Work-Integrated Learning Across a Degree

2020 ◽  
Vol 17 (4) ◽  
pp. 80-94
Author(s):  
Bonnie Dean ◽  
◽  
Venkata Yanamandram ◽  
Michelle J. Eady ◽  
Tracey Moroney ◽  
...  
Keyword(s):  
Dominant Mode ◽  
Institutional Framework ◽  
Employability Skills ◽  
Degree Programs ◽  
Common Language ◽  
Integrated Learning ◽  
Pedagogical Strategy ◽  
Degree Structure ◽  
Conceptual Paper ◽  
Work Integrated Learning

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.

scholarly journals Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 59
Author(s):  
Valencia Tshinompheni Mabalane
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Teaching Practice ◽  
Research Question ◽  
Integrated Learning ◽  
Intervention Programme ◽  
Tertiary Institution ◽  
Main Research ◽  
Bachelor Of Education ◽  
Work Integrated Learning

The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers’ Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers’ WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the Covid -19 period. The main research question was: “To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of covid-19?” Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers’ confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.

scholarly journals Editorial: Advancing Non-placement Work-integrated Learning Across the Degree

2020 ◽  
Vol 17 (4) ◽  
pp. 2-8
Author(s):  
Bonnie Dean ◽  
◽  
Michelle J. Eady ◽  
Venkata Yanamandram ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Integrated Learning ◽  
Special Issue ◽  
Professional Networks ◽  
Transferable Skills ◽  
Global Pandemic ◽  
Workplace Preparation ◽  
Work Integrated Learning ◽  
The Impact

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.

scholarly journals Embedding graduate employability attributes in management sciences curricula: A case of two Namibian universities

2017 ◽  
Vol 8 (1) ◽  
pp. 123-136 ◽  
Author(s):  
Romanus Shivoro ◽  
Rakel Kavena Shalyefu ◽  
Ngepathimo Kadhila
Keyword(s):  
Higher Education ◽  
Degree Programs ◽  
Integrated Learning ◽  
Learning Modules ◽  
Graduate Attributes ◽  
Core Curricula ◽  
Graduate Employability ◽  
Core Module ◽  
Work Integrated Learning ◽  
Program Modules

Recognising implicit employability attributes within discipline-specific program modules is a critical part of the process of developing new employability modules in the management sciences curricula. The notion of graduate employability has gained acceptance in the higher education sector across the world and furthermore higher education and industry appear to have reached consensus on the importance of enhancing graduate attributes through the curricula at university. This paper offers a qualitative analysis of curricula documents to determine strategies that are effective in enhancing graduate employability. Using content analysis to assess six bachelor degree programs in management sciences from selected universities in Namibia, the study established that, in addition to work-integrated learning modules, there is evidence of graduate employability attributes being implicitly embedded in core curricula and discipline-specific modules. The researchers argue that universities should develop a stand-alone core module specifically to cultivate employability attributes. This should be supported by multiple work-integrated learning experiences for students to practise technical or discipline specific skills and generic employability attributes.

Research on the Project Studio System of Computer Multimedia

2014 ◽  
Vol 513-517 ◽  
pp. 647-650
Author(s):  
De Jia Zhang
Keyword(s):  
Vocational Education ◽  
Teaching Practice ◽  
Curriculum Evaluation ◽  
Integrated Learning ◽  
Curriculum Structure ◽  
Studio System ◽  
Work Integrated Learning ◽  
High Level ◽  
Specialty Education ◽  
Practical Instruction

Work integrated learning is the center of high vocational education. It is one of the most significant approaches to realize the training purpose of high level talent. At present, high vocational education faces one issue which is how to improve the specialty education level by work integrated learning and improve the initiative of students. In the paper, we begin with the teaching practice of compute multimedia technology, discuss how to create project studio system in specialty teaching and analyze the effect and prospects of this teaching model as well. The paper puts forward a notion about practice and reform on multimedia information specialty in higher vocational education, its emphasis includes: curriculum structure, curriculum evaluation manners, academic and practical instruction.

scholarly journals Work-integrated Learning and Skill Development in a Master of Public Health Program: Graduate Perspectives

2020 ◽  
Vol 17 (4) ◽  
pp. 9-26
Author(s):  
Sue Durham ◽  
◽  
Helen Jordan ◽  
Lucio Naccarella ◽  
Melissa Russell ◽  
...  
Keyword(s):  
Public Health ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Skill Development ◽  
Employability Skills ◽  
Learning Approaches ◽  
Integrated Learning ◽  
Master Of Public Health ◽  
Work Integrated Learning ◽  
Learning And Collaboration

It is increasingly understood that work-integrated learning (WIL) opportunities are critical in providing graduating students with employability skills which allow them to gain employment and effectively operate in work environments. This is particularly relevant within degrees such as public health that cut across very diverse fields of practice. Little research has previously investigated student perceptions post-graduation of skill development within public health degrees. This investigation aimed to identify the range of skills gained within a Master of Public Health (MPH) degree which graduates felt assisted them to obtain employment, and to determine the teaching and learning approaches that contributed to the development of these skills. Graduates responding to a questionnaire self-reported that they had good levels of both technical and employability skills especially in the domains: Informed Decision Making, Professional Practice and Standards, Lifelong Learning and Collaboration. Students agreed that there were frequent opportunities for applied learning and enablers to employment within their degree. However, graduates indicated that the employability domain: Commencement Readiness and confidence at point of graduation, could be strengthened. The implications of this research for the development of non-placement WIL experiences, capstone subjects, the overall curriculum and broader university student experience are discussed.

scholarly journals An investigation into blogging as an opportunity for work-integrated learning for journalism students

2015 ◽  
Vol 5 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Ruth Stoker
Keyword(s):  
Online Communication ◽  
Subject Area ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Content Type ◽  
Transferable Skills ◽  
Graduate Attributes ◽  
Journalism Students ◽  
The Government ◽  
Work Integrated Learning

Purpose – Blogging has become a well-established method of online communication and publication, used by individuals and organisations to disseminate news, ideas and information. In their earlier forms, blogs were used as online diaries, but have now evolved into complex digital environments. The purpose of this paper is to consider whether blogging can be framed as a mode of work-integrated learning in the context of journalism and media education, and to ask whether blogging can develop transferable skills useful in graduate-level employment. Design/methodology/approach – Semi-structured interviews were conducted with established undergraduate bloggers to investigate which skills and attributes were developed through blogging. Findings – When evaluated against the Prospects UK list of graduate attributes (the Government career’s service) blogging allows the development of the vast majority of transferable skills, abilities and behaviours expected of graduates. It is necessary to structure the curriculum to ensure that blogging is taught, and blogging activity monitored and evaluated, so that journalism undergraduates maximise the opportunities offered by blogging and fully reflect on their experiences. Originality/value – This paper argues that these online environments, with their associated communities, offer journalism students opportunities for work-integrated learning. It argues that blog environments have the potential to enable students to develop journalism-specific skills, and enhance transferable graduate attributes including creativity, sophisticated communication competencies, initiative and problem solving. It suggests that blogging offers a platform for accessing experiential learning, and as such should be considered within a curriculum for work-integrated learning in the journalism and media subject area.

scholarly journals The Value Of Mentoring To Develop Student Teachers Work-Integrated Learning Skills

2013 ◽  
Vol 12 (11) ◽  
pp. 1373
Author(s):  
Prakash Singh ◽  
Carmel Claire Mahomed
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
High Standard ◽  
Target Population ◽  
Integrated Learning ◽  
Work Integrated Learning ◽  
One Year ◽  
The One ◽  
The Relationship ◽  
Perceptions Of School

Mentors are expected to create an environment in which prospective employees can be trained to be productive and be able to excel when employed. The personal one-on-one mentoring is especially beneficial for potential employees, such as student teachers, to close the gap between theory they are exposed to at higher education institutions (HEIs) and teaching practice in schools. Motivated school mentors are expected to provide student teachers with work- integrated learning (WIL) skills of a high standard, particularly since these mentors are expected to be models of professionalism for the student teachers to emulate.The aim of the study was to investigate whether the one-year Postgraduate Certificate in Education (PGCE) qualification at HEIs adequately develops the WIL skills of student teachers. Therefore, the objectives of the study were to ascertain the relationship between the theoretical knowledge provided by the PGCE curriculum and the development of WIL skills of student teachers in the schools and to determine the perceptions of school mentors of the PGCE to develop the WIL skills of student teachers. The target population for this quantitative study was school mentors of PGCE student teachers. Data were obtained by means of a structured questionnaire for the mentors. It was evident in this study that mentors were well-trained to develop the WIL skills of their prot. The findings of this research, therefore, support the hypothesis that school mentors make a significant contribution to the development of the WIL skills of student teachers in the PGCE programme.

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