scholarly journals Knowing me, Knowing you: Humanitas in work-integrated learning during adversity

2021 ◽  
pp. 159-176
Author(s):  
Patricia Lucas ◽  
◽  
Helene Wilkinson ◽  
Sally Rae ◽  
Bonnie Dean ◽  
...  
Keyword(s):  
Learning Opportunities ◽  
Lessons Learned ◽  
Integrated Learning ◽  
Theory To Practice ◽  
Key Stakeholders ◽  
Creative Solutions ◽  
Multidisciplinary Group ◽  
Work Integrated Learning ◽  
Organisational Factors

Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The Covid-19 pandemic disrupted WIL experiences, with many developed partnerships and sustained practices being abruptly impacted. In 2020, a multidisciplinary group of Australasian WIL academics, administrators and students joined in weekly virtual coffee chats to share concerns and experiences during this rapidly changing educational landscape. These conversations led to establishing a Small Significant Online Network Group (SSONG) and became the basis for this article. We explored the lessons learned from WIL practitioners to be better informed of the practice of WIL and, generally, to examine the role of collaborations in higher education. Using a collaborative autoethnographic approach, this study incorporated written reflections on WIL experiences during COVID-19 lockdowns, followed by Zoom conversations to gain deeper insights. All data was aggregated and analysed thematically, both inductively and deductively, to interpret the practice experiences of individuals in their socio-cultural contexts. This article intends to demonstrate how creative solutions, such as adopting a HUMANE framework, become valuable paradigms. These enhance and nurture relationships between all WIL stakeholders, to enrich and sustain WIL experiences for all.

A Critical Analysis of Multi-Logical Synergies

2021 ◽  
pp. 137-165
Author(s):  
Trevor Gerhardt ◽  
Ashton Wallis ◽  
Frasier Crouch
Keyword(s):  
Leadership Style ◽  
Generation Y ◽  
Critical Analysis ◽  
Labour Markets ◽  
Integrated Learning ◽  
Generation Z ◽  
Generational Studies ◽  
Work Integrated Learning ◽  
Support Students

Generation Y and Generation Z are the new emerging labour. Education, labour markets, work-integrated learning (WIL), and generational studies are all complex conceptualisations and present unique challenges. The chapter explores the nature of these synergies as they respond to these challenges. The chapter from a UK perspective addresses the labour challenges from a WIL, leadership, and CSR perspective. It incorporates the work and perceptions of GenY authors and applies a unique methodology to respond to the challenges with which it engages. Using auto/biographic bricolage, questionnaires, and interviews, insight gained is reflected upon in terms of addressing these challenges. The chapter concludes that Generation Z have had significantly different leadership style experiences and are not as ethically minded as scholarship depicts. The chapter then concludes reflecting upon the role of the supervisor and WIL facilitators on how they could better support students facing these challenges.

Work Integrated Learning and Construction Project Management

2011 ◽  
pp. 221-244
Author(s):  
Ken Thomas ◽  
John Wall ◽  
Brian Graham ◽  
Patrick Troy ◽  
David Crowe ◽  
...  
Keyword(s):  
Project Management ◽  
Construction Project ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Construction Project Management ◽  
Integrated Learning ◽  
Geographically Dispersed ◽  
Part Time ◽  
Institute Of Technology ◽  
Work Integrated Learning

This chapter concerns the design, delivery and management of a unique part-time postgraduate MSc in Construction Project Management (MScCPM) programme through an industry-academia partnership in Ireland during the period 2007-2010. The partners are BAM Contractors, part of the wider Royal BAM Group based in The Netherlands, and Waterford Institute of Technology (WIT). There are many innovative Work Integrated Learning (WIL) aspects to this bespoken programme, including the blending of teaching and assessment by both WIT lecturers and senior BAM staff. There is also a blend of traditional classroom activities and e-learning technologies to suit the geographically dispersed participants. All stakeholders in this programme have benefited from their participation. These benefits and the associated lessons learned are described in the hope that they may be of use to those developing WIL postgraduate programmes in the future.

APOSDLE – learn@work

2011 ◽  
pp. 52-71
Author(s):  
Stefanie Lindstaedt ◽  
Conny Christl
Keyword(s):  
Theoretical Background ◽  
Lessons Learned ◽  
Learning Material ◽  
Integrated Learning ◽  
Self Directed Learning ◽  
Computational Environment ◽  
Directed Learning ◽  
Work Integrated Learning ◽  
Definition Of ◽  
Professional Workplace

This chapter presents a domain-independent computational environment which supports work-integrated learning at the professional workplace. The Advanced Process-Oriented Self-Directed Learning Environment (APOSDLE) provides learning support during the execution of work tasks (instead of beforehand), within the work environment of the user (instead of within a separate learning system), and repurposes content which was not originally intended for learning (instead of relying on the expensive manual creation of learning material). Since this definition of work-integrated learning might differ from other definitions employed within this book, a short summary of the theoretical background is provided. Along the example of the company Innovation Service Network (ISN), a network of SME’s, a rich and practical description of the deployment and usage of APOSDLE is given. The chapter provides the reader with firsthand experiences and discusses efforts and lessons learned, backed up with experiences gained in two other application settings, namely EADS in France and a Chamber of Commerce and industry in Germany.

The Importance of Personal Effectiveness Training in University Master Courses

2020 ◽  
pp. 133-165
Author(s):  
Carol Leroy
Keyword(s):  
Integrated Learning ◽  
Initial Training ◽  
Professional Integration ◽  
Self Reflection ◽  
Personal Effectiveness ◽  
Program Approach ◽  
Work Integrated Learning

For the team manager function, building the required posture of assertiveness and self-construction requires identity conversions that cannot be achieved without reflexivity, nor philosophical spirituality. Self-reflection allows the construction of one's own trajectory, and the possibility of a positive encounter between one's own dynamics and that of others. This new professional posture questions the role of initial training through all the aspects that must guarantee the success of student socio-professional integration and give the opportunity of implementing the expected skills on a job start. This chapter describes the possible modalities of personal efficiency learning at university by describing the construction of a pedagogical course mixing competency approach and program approach within a work-integrated learning.

scholarly journals Psychological Impact of Work-Integrated Learning Programmes in Malaysia: The Moderating Role of Self-Esteem on Relation between Self-Efficacy and Self-Confidence

2019 ◽  
Vol 8 (2) ◽  
pp. 188 ◽  
Author(s):  
Amar Hisham Jaaffar ◽  
Hazril Izwar Ibrahim ◽  
Jegatheesan Rajadurai ◽  
M. Sadiq Sohail
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Psychological Impact ◽  
Self Esteem ◽  
Integrated Learning ◽  
Self Confidence ◽  
Psychological Attributes ◽  
Work Integrated Learning ◽  
The Relationship

This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and self-esteem. A sample of by 383 of Malaysian undergraduates participating in Work Integrated Learning (WIL)programmes across five public universities is used to test the model employing partial-least squares based structural equation modelling .The results have demonstrated  that self-efficacy and self-esteem have a positive and significant relationship with self-confidence. This study also confirms the moderating effect of self-esteem on the relationship between self-efficacy and self-confidence.  Furthermore, the findings of this study provide insight of the influence of WIL programmes on the undergraduates’ psychological attributes. These findings have implications for WIL stakeholders, which are highlighted in the paper.

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