Using Work Integrated Learning to support JCU’s learning and

teaching goals

Dr Deborah Peach, Office of Teaching Quality

QUT, ACENQ State Chair (elect)

Carol-joy Patrick, Industrial Affiliates Program Griffith University, ACEN Executive Director

Overview

• Why WIL?

• WIL @ JCU

• International and national perspectives

• The WIL Report

• Key issues and challenges

• Strategies for enhancing WIL

• Principles of good practice

• A way forward @ JCU

The total experience counts

It is students’ total experience of university – not just what happens in the traditional classroom – that shapes their judgements of quality, promotes retention and engages them in productive learning.

(Scott, 2005, p. vii)

Best aspects hits x type of learning methods

Learning methods Hits

Face to face 11 693

Independent study and negotiated learning

3 572

Practice-oriented and ‘real world’

9 808

Simulations and labs 877

CIT supported 836

(Scott, 2005, p. 33 )

Concerns voiced about universities

1. graduates not properly prepared for work – employability

2. insufficient interaction between universities and industry/employers

3. need for engagement for economic advancement

4. technology transfer failure5. returns on public investment in

research6. skills shortages

(Goulter, 2007)

Graduates not adequately prepared for work

Responses:

1999: Interest in the Graduate Skills Assessment (GSA)

2007: Graduate Employability Skills Report (BIHECC)

2007: A National Internship Scheme (Universities Australia)

2008: Bradley Report

WIL @ JCU

• Academic Plan

• Curriculum Refresh Project

• WIL Audit

• WIL@JCU Working Party

• WIL@ JCU Website

• ALTC WIL EOIs

International focus on WIL

National response

Graduate Employability Skills(BIHECC, August 2007)

3. improve and increase access to WIL

6. explicitly report on employability skills demonstrated through WIL

7. encourage more effective integration of employability skills in student e-portfolios

A National Internship Scheme

Option 1: Encouragement

Option 2:  Leading by example

Option 3:  Public–private partnership

Option 4:  Enhanced public subsidy

Option 5:  Futures planning

A discussion paper prepared by Universities Australia (October, 2007)

Bradley Report

1. Preparation of ‘highly productive, professional labour force…including the preparation of graduates in relevant fields for professional practice’

2. Shifts in funding of higher education - reliance on fees. Impacts nature of student participation.

3. Student: staff ratio increases4. ‘Engagement’ - important component of

university activity

1

neversome-times

often very often

Blended academic learning with workplace experience

6

neversome-times

often very often

Improved knowledge and skills that will contribute to your employability

Explored how to apply your learning in the workplace

7

do not know about

have not decided

do not plan to do

plan to do done

Industry placement or work experience

11

very little some quite a bit very much

Acquiring job or work-related knowledge and skills

Integration of employment-focused work experiences into study

AUSSE Survey - extract of 'Work Integrated Learning

In your experience at your institution during the curent academic year, about how often have you done each of the following?

During the current academic year, about how often have you done each of the following?

Which of the following have you done or do you plan to do before you graduate from your institution?

To what extent has you experience at this institution contributed to your knowledge, skills and personal development in the following areas?

Scale

• $300,000

• Project Team

• 18 months

• 600 participants (approx)

• 35 universities

Key Objectives

1. Identify key stakeholders and provide mechanisms by which they can identify and prioritise key challenges…

2. Develop a national framework for future projects that will enable members of ACEN to work as a community of practice to develop resources and practices…

3. Develop an ACEN-based, sector-wide communications structure for collaborative knowledge building…

What we found...

1. passionate WIL staff2. strong links with graduates skills demand and work

readiness3. stakeholders – strong motivation for involvement4. stakeholders – all face challenges5. range and diversity in WIL experiences and definitions6. enormous range and diversity in the range of programs

currently delivered across Australia7. already firmly embedded in some universities and some

disciplines; Medicine, Health, Engineering, Education8. inconsistent nomenclature9. strong linkages to community

Recommendations

1. University leaders, including WIL staff, consider implementing a systematic approach to resourcing the provision of a diverse WIL curriculum and in collaboration with employers and the professions identify and support successful strategies for future growth.

2. Stakeholders consider collaborative research into WIL curriculum and systems that enable sophisticated and sustainable partnerships.

3. Stakeholders consider ensuring equitable participation and access by all students by collaboratively developing WIL funding structures, policies and strategic approaches.

Research Approach

• Participatory Action Research– Desktop Research– State-based symposia – National focus groups– Interviews & Surveys

• Themes focused on; Curriculum, Leadership, Scholarship & Networking.

Terminology

Participants identified a range of terms used to describe WIL experiences and also identified models used across discipline areas.

(The WIL Report, 2008 p.V)

Definition

The project did not attempt to offer a unitary definition of WIL beyond recognising ‘work integrated learning’ as an umbrella term used for a range of approaches and strategies that integrate theory with the practice of work within a purposefully designed curriculum.

(The WIL Report, 2008 p.V)

Stakeholders - students

“Opportunities it [WIL] presents are priceless – no course at uni could offer the experience a workplace can – it’s worth the stress.”

(Student survey, QLD)

Stakeholders - employers

“can absorb the specific knowledge that is being conveyed but they can also see patterns of thought, modes of behaviour, and consideration of other issues such as safety issues and ethics and that sometimes there are more effective ways of conveying these attitudes rather than in chalk and talk.(Peak Body interview, National)

Stakeholders - staff

“Getting students experience in the work place is often very motivating – especially for students who aren’t necessarily the highest achievers. That’s why we have seen more courses taking up WIL … as a mechanism to retain and let students see they are going somewhere.”[University senior management interview, TAS]

What are the key issues and challenges for JCU?

Key issues and challenges

1. Ensuring equity and access

2. Managing expectations and competing demands

3. Improving communication & coordination

4. Ensuring worthwhile WIL placement experiences

5. Adequately resourcing WIL

Student view

1. WIL is worth the effort2. economic and social costs involved in

participation3. Demands in terms of time, part time jobs,

lengthening of course4. Want something decent to ‘do’5. The more motivated the better the

learning experience6. A bad placement or WIL experience can

teach you a lot...

Students want...

• credit• variety of WIL experiences• preparation and skills development before placement• improved & consistent supervision by university staff• external placements matched to career aspirations• financial support via payment or scholarship for lengthy

(non paid) programs• more internal programs and opportunities• recognition of prior learning

Employer view

1. time – needed to devote to student2. ownership – universities must collaborate with

employers but should manage WIL programs3. relationships – looking for meaningful relationships with

universities around WIL and other endeavours4. expectations – unclear about what universities expect of

employers in relation to WIL5. flexibility – university timeframes don’t always fit well

with employers needs6. appropriate roles/tasks/work – What is appropriate work

for a particular placement or WIL activity?7. ease of access – problem finding out who to talk to

University view

1. Saturated market2. resourcing and support for programs3. appropriate pedagogical strategies4. appropriate assessment strategies5. support for learners in new learning contexts6. professional development for staff involved in

designing, managing and supervising programs7. sophisticated relationships between employers,

students and universities in terms of learning, management responsibilities

8. Greater involvement of employers and students in curriculum design

9. Risk assessment (WH&S)

Strategies

1. Policies & approaches

2. A stakeholder approach

3. WIL curriculum & pedagogy

4. Resourcing WIL

CRICOS No. 00213Ja university for the worldrealR

QUT Learning and Teaching Commissioned Projects (2006-2009)

Supporting Real World Learning

Transitions In Project (TIP)

Work Integrated Learning (WIL)

Transitions Out Project (TOP)

CRICOS No. 00213Ja university for the worldrealR

TRANSITIONIN TO

Tertiary student Identity

TRANSITIONOUT TO

Pre-enrolment Identity

Professional Identity

Admission Graduation

TIME

FO

CU

S o

f ID

EN

TIT

Y

Student Learning Journey

Transitions In Transitions Out

Work Integrated Learning

CRICOS No. 00213Ja university for the worldrealR

Aims

1. Embed and sustain improved student learning outcomes

2. Build capacity of QUT academic staff in learning and teaching

3. Promote and support strategic change for the enhancement of learning and teaching – particularly the support of real world learning.

4. Develop effective mechanisms for the identification, development, dissemination and embedding of good practice in learning and teaching across the disciplines, faculty-wide and at an institutional level

CRICOS No. 00213Ja university for the worldrealR

Focus on...

1. Students

2. Curriculum

3. Staff

4. Enabling systems

Griffith University

• WIL Goal – all Degree programs

• Focus on placement

• WIL Community of Practice

• Enabling systems

• Policies and Procedures

• Focus on the next phase

• Accountabilities

Principles of good practice (IRUA)

1. Policya) WILb) Staffingc) Resources and capacity-building

2. Pedagogy and curriculum issuesa) Embedding WIL in the curriculumb) Preparation for WILc) Assessment

3. Partnershipsa) Engaging and informing WIL partnersb) Relationship Management

A way forward for JCU

Useful references

• ALTC Communiqué

http://www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/ALTC_Communique_Mar09.pdf

• The WIL Report:

http://www.altc.edu.au/carrick/webdav/users/siteadmin/public/grants_project_wil_finalreport_jan09.pdf

• A Network of Networks

• >300 registered members

• Inaugural Conference ─ 34 of Australia’s 38 universities

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