WIL Strategic Project Final Report

18th December 2015

Work Integrated Learning (WIL) Team Members:

Project Leader (Curtin Teaching & Learning) Ms Sonia Ferns s.ferns@curtin.edu.au

Project Manager (Curtin Teaching & Learning) Mrs Linda Lilly l.lilly@curtin.edu.au

Project Officer (Curtin Teaching & Learning) Mrs Susan Walsh susan.walsh@curtin.edu.au

WIL Designer (Faculty of Humanities) Ms Denise D’Cruz denise.dcruz@curtin.edu.au

Partnership Coordinator (Curtin Business School) Mr Joshua Soh joshua.soh@curtin.edu.au

Partnership Coordinator (Faculty of Science & Engineering) Ms Kym Sher k.sher@curtin.edu.au

WIL Designer (Curtin Teaching & Learning) Ms Kristy Goodchild kristy.goodchild@curtin.edu.au

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1. Introduction The Work Integrated Learning (WIL) Strategic Project was one of a suite of projects established as part of the Transforming Learning at Curtin Program (TL@C). The WIL Project’s vision was to be a leader in Work Integrated Learning actively engaging with students, industry, business, community and faculty to enhance the student experience and their professional capacity.

2. Major achievements of the WIL Strategic Project The major achievements of the WIL Strategic Project are shown in Figure 1 below. For more detail regarding progress against the deliverables of the WIL Project, please refer to Appendix 1.

Figure 1: Major achievements of the WIL Strategic Project: (*Internal and external partners)

2.10 Third Party Providers

Establishing a process for

engaging 3PP

2.9 Communication

strategies GoodWIL

Newsletter, Facebook page, LinkedIn, Blog

2.8 Global mobility

opportunities for students

International partners, New Colombo Plan

2.7 Inclusive student

experience F2F and online preparation &

support

2.6 WIL Resources WIL website,

Fieldwork Manual, Host Organisation

Guide etc.

2.5 National projects and peak bodies

National WIL Strategy, ACEN,

OLT Projects

2.4 Improved WIL

Reporting Reporting in

Student One - fieldwork and WIL Attributes

2.3 Engaging with

partners* Brokering and

sustaining partnerships

2.2 Integrating WIL into curriculum

Support & professional

development for staff

2.1 Institutional WIL

Framework WIL Guidelines

and governance processes

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2.1 Institutional Framework for WIL:

In collaboration with other areas across the University, the WIL Team helped develop processes and resources that provide a consistent approach to the governance of work integrated learning. The first step was to develop WIL Guidelines, outlining the various domains and quality indicators of WIL. Governance processes were then developed to provide support to and mitigate risks for all stakeholders, and articulate the roles and responsibilities of participants, especially where an external partner plays a substantial role in the WIL experience e.g. industry-based project or fieldwork. Refer to the Fieldwork Flowchart , Figure 2, below.

Figure 2: Flowchart showing tasks to be completed when organising curricular fieldwork for students

Institutional framework established to ensure consistent governance of WIL

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2.2 Integrating WIL into the curriculum

a) Foundations of Teaching and Learning, a professional development program run by Curtin Learning and Teaching, includes a module which incorporates work integrated learning content:

FOLT 2 focuses on curriculum related issues, in particular, constructive alignment of learning outcomes, teaching and learning activities and assessment. Issues relating to and strategies for integrating global, intercultural, and Indigenous perspectives related to teaching in the disciplines are covered in this module. Strategies for designing and embedding Work Integrated learning are also explored.

b) In 2014, the WIL in Curriculum Initiative, funded by the Office of the DVC, Education, funded ten projects to implement new WIL strategies in the curriculum. Project teams developed proposals to design and incorporate new WIL strategies in their curricula and ten areas were funded to implement these strategies.

c) Two new WIL Units, entitled “Engaging with Industry” and “Engaging with Community” were developed and approved by Courses Committee for delivery in 2014 by members of the WIL Team. Each of the WIL Units includes a 100 hour placement, to provide students with an opportunity to improve their work readiness.

d) WIL Team members offered support to staff developing WIL projects or placements within existing units, assisting with design of resource or assessment materials and in sourcing suitable WIL opportunities in industry or community for students.

e) The next delivery of the Fieldwork Coordinators Course is scheduled for 2016.

2.3 Engagement with internal and external partners

As shown in Table 1, the WIL Team engaged with around 300 internal and external partners in the past two years, sourcing opportunities for students to engage with industry or community and so enhance their work-readiness. The opportunities ranged from placements to internships, and industry or community - based projects; with engagement occurring in the workplace, in simulated environments or online. A list of WIL Partners is provided in Appendix 2. Table 1: List of partners that the WIL Team engaged with during the WIL Strategic Project 2013 - 2015

Number of Partnerships Existing Developing Total Partnerships 2013 53 6 59 2014 105 25 130 2015 276 24 300

Engaging with partners for mutual benefit proved to be resource - and time- intensive and the effort involved proved difficult to quantify. Assistance from a variety of internal partners at Curtin, who are identified in Figure 3, was invaluable in developing resources and governance processes that considered all stakeholders. Resources for Host Organisations were developed, including forms such as Host Organisation Expression of Interest and the WIL Guide for Host Organisations. Further information for employers interested in hosting students is also available in the Final Report of the collaborative Chamber of Commerce and Industry project Working together to achieve better Work Integrated Learning outcomes: Improving productivity through better employer involvement (in press). Further support for partners was provided by clarifying the roles and responsibilities of stakeholders, regular communication between Curtin and host organisations/partners, and preparation of students before undertaking WIL opportunities. Partners were also encouraged to provide feedback to students and input into future unit/course design.

Staff supported to implement WIL strategies in the curriculum

Engaged with over 200 internal and external partners – providers of WIL opportunities

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Figure 3: Internal Partners of the WIL Team

Careers & Employment

Centre Co-curricular opportunities career advice

Legal and Compliance Fieldwork

Agreements & related

contracts

Faculty Staff Integrating WIL into curriculum

Health Safety & Emergency

Management Managing

safety

Research & Development

Fieldwork governance for

research students

Leadership, Ethics, Equity, Social Justice WIL Support

Marketing, Guild, Future

Students WIL Promotion

External Relations Industry

partnerships & contacts

International Office

Global Mobility: NCP, SWB

Curtin Teaching and Learning

Curriculum design

Alumni Relations Industry

contacts and partnerships

Risk Management Risk, Travel &

Insurance Processes

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2.4 Improved WIL Reporting

Reporting WIL was a key challenge faced by the WIL Strategic Project Team due to the lack of existing measures for recording and reporting: a) engagement with partners and b) WIL in the curriculum. Engagement with about 300 industry and community partners was manually recorded in Excel spreadsheets. The list of WIL Partners is shown in Appendix 2. Transforming Learning at Curtin project teams recognised that executive support was necessary to solve the lack of a central database to record engagement and manage partnerships. Fieldwork, any approved practical work, teaching, study or research activity, usually conducted outside the normal place of University business, is arguably the pinnacle of WIL. Reporting Fieldwork in Student One (S1) was hampered by a lack of common understanding of the term Fieldwork and consequent failure to identify relevant units containing Fieldwork. Student enrolments in fieldwork unit availabilities jumped from 12,848 in 2013 to 20,054 in 2015, as shown in Table 2. Table 3 lists 2015 fieldwork data by faculty and liability category, showing that 26% of fieldwork enrolments were by international students and two thirds of enrolments in fieldwork unit availabilities were in the Faculty of Health Sciences.

Table 2: Student One Fieldwork Data for the term of the WIL Strategic Project (06/05/2013 - 31/12/2015)

Enrolments in Fieldwork Unit Availabilities 2012 2013 2014 2015

Cross-Institutional 19 0 0 0 Sarawak 0 0 0 0 Centre for Aboriginal Studies 0 9 0 0 Vice-Chancellory 0 18 23 85 Curtin Business School (CBS) 265 64 2,858 172 Faculty of Health Sciences 7,170 7,476 8,155 13,668 Faculty of Humanities 1,034 1,095 1,009 1,023 Faculty of Science and Engineering 3,850 4,186 3,774 5,106 Curtin total 12,338 12,848 15,819 20,054

Fieldwork Unit Availabilities 2012 2013 2014 2015

Cross-Institutional 1 0 0 0 Sarawak 0 9 9 0 Centre for Aboriginal Studies 2 4 3 0 Vice-Chancellory 0 1 1 6 Curtin Business School (CBS) 3 7 47 16 Faculty of Health Sciences 156 145 256 250 Faculty of Humanities 18 17 53 47 Faculty of Science and Engineering 57 65 128 137 Curtin total 237 248 497 456

Table 3: 2015 Student Enrolments by Faculty & Liability Category in Fieldwork Unit Availabilities:

Faculty totals: Domestic (74%) International (26%)

Total % Commonwealth Supported

Intl Offshore

Intl Onshore

Curtin Business School (CBS) 61 45 66 172 0.9% DVC Education 15 69 1 85 0.4% Faculty of Health Sciences 11087 1796 785 13668 68.2% Faculty of Humanities 888 83 52 1023 5.1% Faculty of Science and Engineering 2,760 746 1,600 5106 25.5% Totals 14811 2739 2504 20054 100.0%

% 74% 14% 12% 100%

Student enrolments in fieldwork unit availabilities up from 12,848 in 2013 to 20,054 in 2015

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To improve reporting of WIL in the curriculum, five descriptors to differentiate between curricular WIL experiences were developed; to allow unit level recording and aggregate course level reporting of WIL in Student One, as shown in Table 4 below. Table 4: WIL Attributes – descriptors in Student One designed to improve reporting of WIL in curriculum

Code in S1 WIL Attributes - Descriptor

WIL-NA Not applicable; this unit is not intended to have a WIL experience

WIL-NE Not evident

WIL-E Emerging, WIL evident in some outcomes and assessments

WIL-D Developing, WIL evident in all outcomes and assessments

WIL-HD Highly developed, work or community based experience

A sample WIL Chart, showing the spread of WIL Attributes across a course, is shown in Figure 3. The WIL Chart provides evidence of existing WIL in curriculum and highlights opportunities to improve skill development and work readiness of students. The WIL Chart is a useful tool for prompting discussion during course review and renewal.

Figure 3: WIL Chart showing WIL Attributes across a course Communicating the value of recording the new WIL Attributes in Student One to teaching and faculty staff takes time to accomplish, as the workload associated with firstly listing all relevant units, and then identifying and recording the related WIL Attribute, is high. Reporting of WIL in the curriculum provides an evidence-based approach for staff to inform course renewal and accountability for professional accreditation bodies.

WIL-NA; 44%

WIL-NE; 6%WIL-E; 6%

WIL-D; 19%

WIL-HD; 25%

WIL Attributes across a degree

WIL-NA; 44%

WIL-NE; 6%

WIL-E; 6%

WIL-D; 19%

WIL-HD; 25%

Introduction of WIL Attributes in S1 for improved reporting of WIL in the curriculum

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2.5 Involvement in national projects and peak bodies

a. Reference Group Member: The National WIL Strategy

b. Peak body Membership: Australian Collaborative Education Network (ACEN) c. Project Teams including Australian Government Office for Learning and Teaching (OLT) Projects:

Assessing the impact of Work Integrated Learning (WIL) on student work-readiness The overarching aim of this research is to provide an evidence base for judging the impact of WIL on graduates’ readiness to commence work.

Building institutional capacity to enhance access, participation and progression in Work Integrated Learning Successful WIL activities offer many benefits to students and can contribute to a sustainable workforce for future economic growth. Yet some students face barriers in gaining access to full engagement with such activities.

Developing strategies to maximise industry contribution and engagement with the WIL experience Building on the recommendations emerging from the Assessing the Impact of WIL on student work-readiness project, this study aims to develop strategies and resources to support industry.

Improving work placement for international students, their mentors and stakeholders Much current research on international students describes the many challenges face when studying in another country. There are additional challenges when these students participate in the work environment.

Quality in Australian outbound student mobility programs: establishing good practice guidelines for international WIL International fieldwork can provide rich learning experiences that support the achievement of graduate capabilities.

e. Editorial board member for the Asia-Pacific Journal of Cooperative Education (APJCE).

f. Presentations delivered are listed in Table 5 as further evidence of scholarship in the global WIL arena.

Involvement in national projects and peak bodies to inform WIL best practice

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Table 5: Presentations and workshops disseminating WIL research Event Title Style of presentation Date AARE Conference Functional and conceptual aspects of employability for

international students Presentation Dec 2015

Fogarty Forum Educating for the unknown: Developing professional capabilities of primary teachers

Presentation Nov 2015

International Webinar Enhancing Inclusive WIL: Implications for key stakeholders Moderator and facilitator

Oct 2015

Criterion Conference on Industry Engagement and Employability

Developing strategies to maximise industry contribution and engagement with the WIL experience

Workshop (invited to present)

Aug 2015

HERDSA Conference 2015 Designing Work integrated learning to optimise integrative learning and student employability outcomes.

Presentation July 2015

HERDSA Conference 2015 Building institutional capacity to enhance access, participation and progression WIL

Presentation July 2015

HERDSA Conference 2015 Designing Work Integrated Learning to optimise integrative learning and student employability outcomes

Refereed Paper and presentation

July 2015

International Webinar Global Mobility in Health Disciplines: Best practice approaches for international fieldwork placements

Moderator and facilitator

June 2015

Teachers’ Big Day out A strategic approach for building partnerships to enhance graduate employability

Presentation May 2015

International Webinar Building institutional capacity for student diversity

Moderator and facilitator

Apr 2015

Festival of Learning 2015

WIL Student Panel – 4 student presenters WIL in Curriculum project teams Three presentations of research in WIL

Presentations/Panels Posters Presentations

March 2015

Teaching and Learning Forum 2015 Working together to achieve better WIL outcomes in WA: Improving productivity through more effective employer capacity

Presentation January 2015

Teaching and Learning Forum 2015 Economic productivity and sustainability: Evidencing the impact of Work Integrated Learning (WIL)

Presentation January 2015

Teaching and Learning Forum 2015 Evidencing unpredictable student outcomes: Assessment in a Work Integrated Learning context

Presentation January 2015

Flinders University

Authentic assessment in Work Integrated Learning Facilitator Nov 2014

The National WIL Reference Group Presentation to Reference Group prior to development of The National Strategy on WIL in university education

Presentation Oct 2014

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ACEN National Conference 2014 Working together to achieve better WIL outcomes in WA: Improving productivity through more effective employer capacity

Presentation Oct 2014

ACEN National Conference 2014 Assessing global employability skills during WIL

Workshop Oct 2014

ACEN National Conference 2014 Conceptualising and measuring employability – lessons from a National OLT project

Refereed paper and presentation

Oct 2014

ACEN National Conference 2014 A strategic approach for building partnerships to enhance graduate employability: driving institutional engagement

Refereed paper and presentation

Oct 2014

ACEN National Conference 2014 Principles, guidelines and strategies to support inclusive WIL: Evidence from the disciplines of business, health and built environment

Round Table Oct 2014

ACEN National Conference 2014 Quality WIL preparation and supervision

Round Table Oct 2014

HERDSA Conference 2014 Tackling the challenges of access, participation and progression in WIL

Round Table July 2014

International Webinar Responding to diverse students in WIL Moderator and Facilitator

Sept 2014

ACEN funded Event: Murdoch University Assessing Work Integrated Learning (WIL)

Facilitator July 2014

WACE Conference 2014 Complex problem complex research design: researching the impact of WIL on employability

Refereed Paper June 2014

International Webinar Engaging diverse students in Work Integrated learning

Moderator and Facilitator

Mar 2014

Curtin Festival of Learning 2014 Education Beyond the Classroom: WIL stall in the Courtyard, answering questions about WIL project. WIL Coffee Conversation with Sonia Ferns talking to staff.

Presentations Mar 2014

Teaching and Learning Forum 2014 Assessing the impact of Work Integrated Learning on student work-readiness

Presentation Jan 2014

Teaching and Learning Forum 2014 Building partnerships to enhance graduate employability: A strategic approach

Presentation Jan 2014

HERDSA Conference 2013 Student and graduate perceptions of preferred places of learning: Getting the balance right

Presentation July 2013

HERDSA Conference 2013 Impact of Work Integrated Learning on student employment-readiness: Initial findings from a national study

Refereed Paper and Presentation

July 2013

Notre Dame University Aligning the curriculum for a holistic course experience Workshop July 2013

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Notre Dame University

Innovative course renewal: An evidence-based approach Workshop June 2013

University of Western Sydney Integrating WIL into the curriculum: the Curtin experience Workshop Feb 2013

Teaching and Learning Forum 2013 Assessing the impact of Work Integrated learning (WIL) on student work-readiness

Presentation Jan 2013

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2.6 WIL Resources

WIL Resources are accessible on the WIL website: http://ctl.curtin.edu.au/wil/

The majority of resources for staff and students are available on the Fieldwork Forms tab of the WIL website.

List of useful resources for embedding WIL in curriculum developed by the WIL Team:

• Business and Industry Engagement Framework • Community Engagement Framework • Fieldwork Education Policy and Procedures (currently under review, see Draft Policies) • Fieldwork Manual • Foundations of Learning and Teaching - Work Integrated Learning Module Overview • Managing and Sustaining Partnership for WIL • WIL Companion • Work Integrated Learning Guidelines

Publications

• A Strategic Approach for Building Partnerships to Enhance Graduate Employability: Driving Institutional Engagement (P57)

• Assessing Student Outcomes in Fieldwork Placements: An Overview of Current Practice • Complex Problem Complex Research Design: Researching the impact of WIL on Employability • Conceptualising and Measuring 'Employability' - Lessons from a National OLT Project (139) • Graduate Employability: Teaching Staff, Employer and Graduate Perceptions • HERDSA Guide: Work Integrated Learning in the Curriculum • Student and Staff Perceptions of Fieldwork Experiences: Assessing Authentic Learning • The ACEN Student Scholarship: A Profile of Financial Hardship and Work Integrated Learning • The Impact of Work Integrated Learning on Student Work-readiness • Work-integrated Learning: Linking Research and Teaching for a Win-win Situation

Resources for Host Organisations:

• Host Organisation Expression of Interest • WIL Guide for Host Organisations

2015 1. Ferns, S., & Lilly, L. (2016). Driving institutional engagement in WIL: enhancing graduate employability. Journal of Teaching and Learning for Graduate Employability. 6(1). 116-133. http://jtlge.curtin.edu.au/index.php/jtlge/issue/view/21 2. Ferns, S., Russell, L., Smith, C., (2015). Designing Work integrated learning to optimise integrative learning and student employability outcomes. HERDSA Conference. Melbourne. 3. Moore, K., Ferns, S., & Peach, D. (2015). The ACEN student scholarship for WIL 2010-2014. Asia-Pacific Journal of Cooperative Education. 16(4), 241-254. 4. Tee, L., Hattingh, L., Rodgers, K., Ferns, S., Chang, V., & Fyfe, S. (2015). MyCourseMap: an interactive visual map to increase curriculum transparency for university students and staff. Ascillite conference. Perth.

Resources developed and accessible online to support fieldwork stakeholders

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5. Peach, D., Moore, K., Campbell, M., Winchester-Seeto, T., Ferns, S., Mackaway, J., & Groundwater, L. (2015). Building institutional Capacity to enhance access participation and progression in Work Integrated learning (WIL). Final Report. Office for Learning and Teaching. Sydney. 6. Tan, B-K., Flavell, H., Ferns, S., & Jordan, J. (2015). Quality in Australian Outbound Student Mobility Programs: Establishing Good practice Guidelines for International Work-Integrated-Learning in Health Sciences. Final Report. Office for Learning and Teaching. Sydney. 7. Jackson, D., Ferns, S., Rowbottom, D., & McLaren, D. (2015). Working together to achieve better work integrated learning outcomes: Improving productivity through better employer involvement. In Press. 2014 1. Ferns, S., & Zegwaard, K. (2014). Critical assessment issues in work integrated learning. Special Issue on Assessment in WIL Asia Pacific Journal of Cooperative Education. Asia-Pacific Journal of Cooperative Education. Special Issue, 15(3), 179-188. 2. Smith, C., Ferns, S., & Russell, L. (2014). Assessing the Impact of Work integrated Learning on student work-readiness. Final Report. Office for Learning and Teaching, Sydney. 3. Ferns, S., Le Clus, M., Lilly, L., Cooper, L., Murphy, M., Rowbottom, D., O’Shaughnessy, A., Sher, K., & Soh, J. (2014). A strategic approach for building partnerships to enhance graduate employability: driving institutional engagement. ACEN Conference. Gold Coast. 4. Smith, C., Ferns, S., & Russell, L. (2014) Conceptualising and measuring ‘employability’ – lessons from a National OLT Project. ACEN conference. Gold Coast. 5. Ferns, S. Ed. (2014). HERDSA WIL Guide and author of the following chapters:

• Ferns, S., Campbell, M., & Zegwaard, K. (2014). Work Integrated Learning • Connaughton, J., Edgar, S., & Ferns, S. (2014). Assessing WIL • Inclusive Practice in WIL • Ferns, S., & Campbell, M. (2014). Building staff capacity in WIL • Ferns, S., & Le Clus, M. (2014). Looking Forward.

6. Bosco, A., & Ferns, S. (2014). Embedding of Authentic Assessment in work integrated curriculum. Asia-pacific Journal of Cooperative Education. 15:4. 281-290. http://www.apjce.org/files/APJCE_15_4_281_290.pdf 7. Comfort, J., & Ferns, S. (2014). Reflections on ePortfolios as evidence of standards and outcomes in WIL: Possibilities and challenges. Asia-Pacific Journal of Cooperative Education. 15(3), 269-280. 8. Ferns, S., Smith, C., & Russell, L. (2014). Complex problem: complex research design researching the impact of WIL on employability. WACE conference. Sweden. June 2014 http://www.waceinc.org/uwest2014/proceedings/Australia/Sonia%20Ferns%20-%20Australia.pdf 9. Campbell, M., Mackaway, J., Peach, D., Moore, K., Ferns, S., & Winchester-Seeto, T. (2014) Building institutional capacity to enhance access and participation in Work Integrated Learning (WIL). NZACE conference. http://www.nzace.ac.nz/wp-content/files/conferences/proceedings_collection/2014%2C%20Christchurch.pdf 10. Xia, C., Caulfield, C., & Ferns, S. (2014): Work-integrated learning: linking research and teaching for a win-win situation, Studies in Higher Education, DOI: 10.1080/03075079.2014.882302.

2.7 Inclusive student experience

Faculty-based Partnership Coordinators provide support for all students: • Engage with and register students for WIL opportunities • Update Blackboard unit with current WIL opportunities

Inclusive student experience for a diverse student cohort

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• Coordinate student responses for WIL opportunities • Liaise with host organisations to source placements • Provide pre-briefings, culture-shock presentations and site-specific orientations, to prepare students for

placement • Support students during placement, through regular contact by telephone or Skype (international

placements) • Provide debriefings to maximise learning outcomes • Provide tools and templates for students to use to ensure due governance for own placements (such as risk

assessment and insurance documentation)

Online support for students undertaking Fieldwork:

• Fieldwork Preparation Online, is an online repository of fieldwork preparation materials for students and staff available in Blackboard, Curtin’s Learning Management System.

Providing opportunities for a diverse student cohort:

Two WIL Units WORK3000: Engaging with Industry, and WORK3001: Engaging With Community, were designed and delivered, catering to a diverse student cohort,

Inaugural delivery was to 43 students, many of whom were sponsored by the Brazilian government’s Science Without Borders Program, in the Summer 2015 study period. In Summer 2016, 23 Science Without Borders students will undertake the unit, which provides a 100 hour placement for each student. Students came from a variety of disciplines; from Chemical, Production, Mechanical, Biomedical and Forestry Engineering, to Design and Art, Architecture, Geology, Food Technology and more.

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2.8 Global mobility opportunities for students

a. New Colombo Plan Mobility Grants funding was sourced to facilitate for ten student placements in China, with a range of host organisations, as shown in Table 5 below. Table 5: 2015 New Colombo Plan Placements in China

Host Organisation Location Student Opportunities #

Seamild Food Group Guilin City or Dingxing, Hebei province

Food science and technology 1

China HuaDian Electric Power Research Institute

Hangzhou Chemical Engineering 3

NICE Energy Beijing Chemical engineering 2

Shanghai Gold Apple Bilingual School

Shanghai Education (secondary) 2

CRCC Asia organised host organisations

CRCC Asia organised host organisations

Chemical Engineering (one in Oil and Gas stream)

2

Total number of students placed 10

b. Global Mobility placement processes were developed, refined and implemented, using Go Global experience and templates.

c. Global Mobility resources were developed to ensure consistent management of future international placements, with safeguards such as risk assessments, fieldwork agreements, communication and support strategies in place to guarantee safety of students. Refer to the Fieldwork Forms tab of the WIL website.

a. Fitness to Travel Medical Certificate b. Fieldwork Health Declaration c. Healthcare Practitioner Assessment d. Health Assessment Flowchart e. Travel Approval Form f. Emergency Contacts g. Host Site Induction Checklist h. Accommodation and Site Safety Assessment

d. Engagement with international industry partners to facilitate placement of students, leveraging off existing relationships of External Relations and faculty staff.

e. Support mechanisms for students and partners designed, to maximise benefits of placements to students and host organisations.

Global Mobility placement processes developed and implemented

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2.9 Communication strategies

1. Formal Communication Plan developed to identify alll stakeholders and outline strategies to facilitate communication with them for maximum impact:

2. WIL website designed and populated with relevant resources and News items: www.curtin.edu.au/wil

Communication strategies to maximise the impact of the WIL Project

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3. GoodWIL Newsletter published monthly to showcase best practice in WIL: http://ctl.curtin.edu.au/wil/goodwil-newsletter.cfm

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4. WIL at Curtin Facebook page: https://www.facebook.com/wilatcurtin

5. Other Social Media: As part of an integrated social media strategy to engage stakeholders in WIL, a LinkedIn Curtin WIL Group was created to connect industry and employers with students and the Work Integrated Learning Project team, to share information and resources and discuss WIL in an open forum. A WIL at Curtin Blog was also initiated; it targets students seeking advice and support regarding WIL experiences in an informal format. Implementing a social media strategy has been significant to increasing stakeholder engagement in WIL resources and website and has enhanced the online presence and accessibility of the WIL Strategic Project at Curtin.

6. Other Media Four Curtin students were successful in obtaining Disney World Internships for 2016, with Disney International Programs in Orlando, Florida. Two of the successful applicants, Jade Tallowin from the School of Marketing and Jessica Tobin from the School of Design and Art, were interviewed by Channel Nine News in October 2015. In 2014, an article on the successful completion of the All Ages Playground Project with the Shire of Katanning, a HEPPP funded initiative facilitated by the WIL Team, was published in the Great Southern Herald. Students from Interior Architecture and Engineering participated in the project.

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2.10 Third - Party Provider governance processes

The need for clarity in engaging with third party providers (TPP) was identified by the IEAA Outbound Mobility Forum 20141 and also the WIL National Strategy published in March 2015. In the current economic climate, where work experience opportunities are difficult to source, more students are opting to pay TPPs for suitable placements and internships. There is an onus on tertiary institutions to develop governance processes to ensure the integrity of these interactions including the development of resources and reliable information for students, including the risks and benefits of using TPPs. The WIL Team is working with internal stakeholders to develop governance processes for working with third party providers and has had input into national activities driven by the National WIL Strategy, to ensure the integrity of interactions between TPPs, universities and students and relevant information for these stakeholders. Some suggestions include:

• Creating a university endorsed list of TPPs that is available to all stakeholders (including process for their selection by a panel)

• Supporting students to link with preferred providers • Allowing only preferred providers to promote their programs on campus • Insuring only those students placed by preferred providers • Allowing course credit only for those students placed by preferred providers.

1 A Guide to Working with Third-Party Providers, Prepared for International Education Association of Australia (IEAA) by the Third-Party Provider Working Group, September 2015.

Recognised need for establishing framework for engaging with Third Party Providers

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3. Project impact: The impact of the WIL Strategic Project on various stakeholders was assessed using the Impact Management Planning and Evaluation Ladder (IMPEL) Model shown in Figure 5 below (Hinton, 2014).

Figure 5: The Impact Management Planning and Evaluation Ladder (IMPEL) Model

1. Team members • Collaborative development and achievement of Strategic Plan • Capacity building as WIL practitioners • Developed national and international networks

2. Immediate students

• Benefitted by wider range of WIL opportunities available to them • Reaped maximum benefit from their WIL opportunities due to

support provided • Enhanced employability capabilities • Heightened engagement and participation

3. Spreading the word • WIL Guidelines set the scene for an institutional framework for WIL • WIL resources developed, made accessible on WIL Website • WIL Newsletter to showcase good practice in WIL

4. Narrow opportunistic adoption • WIL content in Foundations of Teaching and Learning Module 2 • Professional development offered to WIL practitioners in the form

of Global Perspectives in WIL modules delivered online

5. Narrow systemic adoption • Governance resources developed for institutional WIL framework • Guidelines developed, policy and procedures reviewed • WIL Website - access to WIL related resources and research

6. Broad opportunistic adoption • Involvement in peak bodies, OLT Project Teams and The WIL

National Strategy Reference Group • > 20,000 student enrolments in 2015 Fieldwork unit availabilities

7. Broad systemic adoption

• Inclusion in OLT Project teams at forefront of WIL research will identify Curtin as a leader in the field

• Influenced the shape of The National WIL Strategy • International webinars and scholarly publications

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4. Recommendations for the sustainability of WIL initiatives:

1. Funding for sustaining governance processes and resources to ensure currency of legal documentation and maintenance of strategic partnerships, and support staff to ensure implementation of WIL strategies to sustain mutually beneficial relationships.

2. Given the national focus on WIL, the University should sustain the activities, innovation and impact of the WIL Strategic Project Team to maintain the competitive advantage.

3. Curtin needs to build and protect partnerships that aspire to have an impact on the community, in line with Curtin’s Core Values: Building on a foundation of integrity and respect, and through courage, we will achieve excellence and have an impact on the communities we serve.

4. Curtin needs a sustainable, scalable model underpinned by an institutional framework that is readily understood by all stakeholders and guarantees all students the same opportunity to become work-ready through inclusive practices.

5. Curtin needs support for staff to develop and implement strategies that enhance WIL in the curriculum and continued involvement in the national WIL agenda to inform best practice.

6. The University needs to develop a systemic means of capturing feedback and evaluation of student satisfaction with work integrated learning experiences and the development of work readiness capabilities. The current eVALUate survey does not incorporate any student feedback on how successfully WIL is incorporated in, or work-readiness developed by, Curtin courses.

Include resourcing for WIL support in each faculty and centrally for consistent management of WIL across all areas

Include feedback about WIL and development of work readiness in Curtin’s student survey instrument

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Appendix 1: Progress against deliverables

Deliverable Progress

An integrated university wide approach to define, position, govern and evaluate Work Integrated Learning (WIL)

1. WIL Guidelines developed

2. WIL Strategic Vision and Mission developed

3. Established an active WIL Advisory Group

4. WIL governance framework established in consultation with other relevant areas such as Legal, Risk and Travel

5. New draft Fieldwork Policy currently available for comment

6. Fieldwork Manual revised in collaboration with WIL practitioners

7. WIL resources (templates and documents) developed for students and staff

8. WIL presentations at Faculty Teaching and Learning meetings (WIL Project Lead and Partnership Coordinators)

9. WIL website created: http://curtin.edu.au/wil/ to store WIL resources and allow for easy access by staff and students

10. Communication Plan developed for disseminating and showcasing resources and good practice to stakeholders

11. GoodWIL Newsletter disseminated monthly to showcase best practice in WIL

WIL embedded into all courses at Curtin

1. WIL Partnership Coordinators located into Faculty to establish relationships with, and support, staff and students

2. Chapter written for inclusion in Teaching & Learning Handbook

3. WIL Professional Development including a module in Foundations of Teaching and Learning (FOLT)

4. Two WIL units developed , approved in 2014 for delivery from Summer Period 2015: WORK3000: Engaging with Industry – and WORK3001: Engaging with Community

5. Fields developed in Student One to show WIL Attributes at a unit level; these can be aggregated and reported at a course level. Excellent reporting tool for accreditation, curriculum renewal and student engagement.

Work Integrated Learning (WIL) Attributes

WIL-NA Not applicable; this unit is not intended to have a WIL experience

WIL-NE Not evident

WIL-E Emerging, WIL evident in some outcomes and assessments

WIL-D Developing, WIL evident in all outcomes and assessments

WIL-HD Highly developed, work or community based experience

Collaborative and mutually beneficial internal and external partnerships to enhance the student experience.

1. Engagement frameworks were established to guide Curtin staff in developing and managing sustainable partnerships

2. Engagement Register established, over two hundred and sixty partners in business, industry, government and community engaged to date in 2014

3. WIL Guide for Host Organisations developed, outlines roles and responsibilities

4. Governance process streamlined for consistency in engaging with partners

5. Fieldwork Preparation Online, a repository of materials available in Blackboard, revised to prepare students for fieldwork

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Innovative work integrated learning practices and programs.

1. WIL in Curriculum Initiative funding for faculties in 2014. Ten projects received $5000 funding to develop opportunities for embedding WIL into curriculum

2. Two WIL units developed and approved: WORK3000: Engaging with Industry and WORK3001: Engaging with Community

3. Development of WIL Attributes reporting in Student One

4. Communication strategies to promote and showcase best practice in WIL e.g. GoodWIL Newsletter, WIL at Curtin Facebook page, LinkedIn group

5. Involvement in national projects e.g. Office for Learning and Teaching (OLT ) projects

Strategies for evaluating the impact and value-add of WIL.

1. Graduate Employability Indicators delivered, a suite of surveys sent to students, employers and teaching staff in particular courses, to gauge their perception of the work-readiness of Curtin students

2. Graduate data e.g. Australian Graduate Survey

3. Employer surveys, such as that conducted by the Office of Strategy and Planning

4. Involvement in a Chamber of Commerce and Industry WA led project, in collaboration with WA universities: Working together to achieve better Work Integrated Learning outcomes: Improving productivity through better employer involvement.

5. Monitoring national and international trends

Strategies for engaging staff in embedding WIL in the curriculum

1. Collaboration with the ART process

2. WIL Partnership Coordinators located in Faculty, attend regular teaching and learning meetings

6. WIL chapter in the Teaching & Learning Handbook

3. Creation of WIL website, containing resources for staff

4. WIL professional development including FOLT

5. Ten WIL in Curriculum Initiative projects funded in 2014

6. Monthly GoodWIL Newsletter designed and disseminated

7. Festival of Learning event—Showcase of Faculty WIL best practice and WIL team presentations (10th - 12th March 2014, )

8. WIL team members meet with Deans Teaching and Learning, Deans International and Student Engagement Officers in faculties

9. Development of tools for curriculum renewal (Authentic Assessment Framework)

Inclusive approaches for WIL that provide opportunities for a diverse student cohort

1. Member of the project team for national OLT project on inclusive WIL (see detail in collaborative networks section)

2. Streamlined processes for student registration, placement preparation and ongoing support

3. Student debriefing/reflection processes and workshops developed, piloted and implemented, including one specifically for International Students

4. Student information, templates and resources developed and provided on the WIL Blackboard site Fieldwork Preparation Online

5. Specific strategy developed for international students, in particular Science Without Borders students and recipients of New Colombo Plan Mobility Grants.

6. Focus on developing community engagement activities in regional and remote WA

7. Three WIL regional projects have received HEPPP funding

8. One regional WIL project will receive Shire funding

9. Another WIL project will receive partner funding

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10. Engaged with over 260 industry and community partners during the term of the WIL Strategic Project.

11. Two WIL units developed for students to undertake 100hour placement: WORK3000: Engaging with Industry and WORK3001: Engaging with Community

Collaborative national and international networks

WIL Team staff are members of these organisations:

1. Board of the Australian Collaborative Education Network (ACEN)

2. Board of Engagement Australia

3. World Association for Cooperative and Work-Integrated Education (WACE)

4. Higher Education Research & Development Society of Australasia (HERDSA)

5. Australian representative on the Talloires Network Leaders Conference Planning Committee

6. Global University Network for Innovation (GUNi)

7. Reference group Member of The National WIL Strategy.

Further collaboration in national and international networks include:

8. Guest speaker presentation on embedding community engagement in the curriculum at the launch of Engagement Thailand in Bangkok (May)

9. Involvement in collaborative projects funded by the Australian Government’s Office for Learning and Teaching (OLT): 1. Improving work placement for international students, their mentors and stakeholders (Innovation and Development Grant, 2014), 2. Quality in Australian Outbound Student Mobility programs: establishing good practice guidelines for international WIL (Seed Project, 2014). 3. Assessing the impact of WIL on student work-readiness (Project lead, Innovation and Development Grant, 2011) 4. Building institutional capacity to enhance access, participation and progression in Work Integrated Learning (Innovation and Development Grant, 2013)

5. Developing strategies to maximise industry contribution and engagement with the WIL experience(2014 Extension Grant)

Dissemination and communication

1. WIL website live from July 2014: http://curtin.edu.au/wil/

2. Communication Plan developed for disseminating and showcasing resources and good practice to stakeholders, including networking with faculty staff

3. GoodWIL Newsletter designed and disseminated monthly

4. Two presentations at 2014 Teaching and Learning Forum held at the University of Western Australia and 3 at the 2015 Teaching and Learning Forum.

5. A variety of sessions at the Curtin University event Festival of Learning in both 2014 and 2015, including a successful WIL Student Panel in 2015, where four students presented their perceptions of a WIL opportunity they had undertaken.

6. Coordination of the 2013 ACEN WA Symposium, May 2013: Impact of WIL

7. Media items published on the Jurien Bay Reef Ball project (November 2013)

8. HERDSA Guide: WIL in Curriculum prepared, edited and published in July 2014 (Editor: Sonia Ferns)

9. Publication of special issue on assessment in the Asia–Pacific Journal of Cooperative Education (APJCE) (in press)

10. Presentation at WACE Conference in Sweden, 14th June 2014

11. Refereed Paper submitted by WIL Team to ACEN Conference 2014: A strategic approach for building partnerships to enhance graduate employability: Driving

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institutional engagement

12. Refereed Paper submitted in November 2015 by WIL Team to Journal of Teaching and Learning for Graduate Employability: Driving institutional engagement in WIL: Enhancing graduate employability

13. Conference workshop presentation by WIL team member (with a Careers and Employment Centre colleague), National Association of Graduate Careers Advisory Service (NAGCAS) (2- 3rd December 2013)

14. Webinar, Engaging diverse students in authentic learning, moderated by Project Lead on 19th March 2014

15. OLT WIL Webinar #4, Enhancing Inclusive WIL: Implications for Stakholders Wed 28 Oct 2015.

16. Developed and facilitated ACEN WA Workshop on Assessing WIL in Curriculum, July 2014

17. TL@C Meetings

18. Presentation on An overview of WIL at Curtin University at Suranaree University of Technology in Thailand, May 2014

19. Global Perspectives in WIL: Online Modules developed collaboratively by leaders in WIL from Australia, Canada, New Zealand and Sweden and delivered to international participants as online professional development for WIL practitioners.

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Appendix 2: List of WIL Partners developed over the life of the WIL Strategic Project

1 Aboriginal Alcohol and Drug Service

51 Causeforce

2 ACOR MCE Consultants

52 CBI Kentz Joint Venture

3 AECOM Singapore Pte Ltd

53 CBS International

4 AHEAD in Schools

54 Chalice Events

5 AICA Engineering

55 Chamber of Commerce and Industry WA

6 Ajilon

56 China HuaDian Electic Power Research Institute, Hangzhou

7 Alcoa

57 City of Bayswater

8 Alcoa, Wagerup 58 City of Bunbury 9 AllGo Engineering 59 City of Cockburn 10 ALS - Minerals Division 60 City of Fremantle 11 ALS Global 61 City of Joondalup 12 Altech Chemicals 62 City of Perth 13 Analytical Reference Laboratory 63 City of South Perth 14 Aneed Consult

64 City of Swan

15 Aquenta

65 City of Vincent

16 Archery WA

66 Civmec Construction & Engineering

17 Armadale Community Rehabilitation Service

67 Cockburn Integrated Health

18 Armadale Health

68 College of Innovation and Industry Skills

19 Arts Narrogin

69 Como Engineers

20 ASCILITE

70 Conference Links

21 ASeTTS (Assoc for Services of Torture & Trauma Survivors)

71 Conoco Phillips

22 Assetivity

72 Consolidated Minerals

23 Augusta Margaret River Shire

73 Corporate Sports Australia

24 Aurecon Group

74 Cosmos Healthcare

25 Austral Precast 75 Country Arts WA 26 AVTEG

76 CRCC Asia, Shenzen, China

27 BAE Systems

77 Creative Forte

28 Baptist Care - Byford

78 Cristal

29 BASF Japan Ltd

79 Cristal Global

30 Beijing Cheng da Traffic Technology Co Ltd

80 CSBP Limited

31 Bentley Child Development Service

81 Curtin Biomedical Sciences

32 BGC Construction

82 Curtin Business School International

33 BHP Billiton

83 Curtin Community Garden

34 Bicycling Western Australia

84 Curtin Engineering Outreach

35 BlondGorilla

85 Curtin Faculty of Science and Engineering

36 BMD Consulting

86 Curtin Properties

37 BOC

87 Curtin School of Science

38 Bormal Engineering Sdn. Bhd

88 Curtin Sustainable Engineering Group

39 Bosch Rexroth

89 Curtin Teaching and Learning

40 Bradken

90

Curtin University - Dept of Electrical and Computer Engineering

41 Brownes Dairy

91 Curtin University - 3 D Visualisation Technologies

42 Buckby Contracting

92 Curtin University - Department of Environment and Agriculture

43 Building Lines 93 Curtin University-Margaret River 44 Building Management & Works 94 Curtin Western Australian School of Mines 45 Bunbury Engineering Network 95 CurtinLife Student Engagement and Retention 46 Calibre Consulting 96 Dai Leng Machinery Sdn bhd 47 Capral 97 Dayan Enterprise, Malaysia 48 CAPS Australia 98 Department of Fisheries 49 Cardnow BEC 99 Department of Mining and Petroleum 50 CASWA 100 Department of Parks and Wildlife (Jurien Bay)

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101 Department of Parks and Wildlife (Perth) 151 Keto Pumps (paid)

102 Department of Planning 152 Komatsu

103 Department of Water, Peel Region 153 KPMG

104 Dine for Life 154 Kwinana Community Health & Development Centre

105 Disability Services Commission 155 L.E. Jarvis & Co Pty Ltd

106 Dismantle/Ride AHEAD 156 Leadership WA

107 Disney World 157 Legal Practice Board WA

108 Don Computing 158 Leighton Contractors Pty Limited

109 Duchenne Foundation 159 Lend Lease

110 Ecolab 160 Lori Rainford (Speech Pathologist)

111 EGAMI Powerful Impressions Program 161 Lycopodium

112 Elsie-Jane Chipper 162 Lyn Goodwin (Speech Pathologist)

113 Embodied Corporate Solutions 163 Maersk Drilling

114 Emmanuel College 164 Marra and Associates

115 Empowering Cambodia 165 Master Builder Association

116 Enactus 166 McQuipp Technisell Marketing

117 Enigin WA 167 Metzke Engineering

118 Envision Medical Imaging 168 Minara Resources

119 Esperance Community Arts 169 Mount Gibson Iron

120 Fortescue Metals Group (FMG) 170 Murphy Sarawak Oil Co Ltd

121 Fortis Consulting 171 Nalco Champion

122 Fortix 172 National Institute of Clean-and-Low-Carbon Energy, Beijing, China

123 Frasers Property Management Australia P L 173 National Measurement Institute

124 Galvin Enginnering 174 Northern Star Resources Ltd.

125 Gateway WA 175 NXT Enterprise

126 Global Construction Services (GCS) 176 Ocean Park

127 Great Southern Development Commission 177 Oceaneering Australia

128 Group Training Australia WA 178 Oilfield Production Technologies

129 Guilin Seamild Bilogical Technology Development Co Ltd. Guilin, China 179 One Steel (Arrium Group)

130 Harfords Surface Technologies 180 Optus

131 Hatch Engineering 181 Outotec

132 Helistrom Malaysia 182 Parkerville Youth Home

133 Hero Engineering 183 Parsons Brinkerhoff

134 Hindustan Petroleum Corporation 184 PCI Ltd Singapore

135 Hipflask 185 Penn State University

136 Imaginirium Virtual Relaity 186 Pepsico Australia & New Zealand

137 Imdex Limited 187 Peracon

138 Immersive Technologies 188 Perth Heat

139 InfraTech 189 Perth Market Authority

140 Initiative Media 190 Perth Zoo

141 Institute of Respiratory Health 191 Perudeng Teknikal Overseas - Malaysia?

142 Intertek Minerals 192 Petronas Carigali Sdn Bhd

143 Intework 193 PowerProjectr Consultant Sdn Bhd

144 Jane van den Herik 194 Pratt & Whitney

145 Jaxon Group 195 Pressure Dynamics

146 Jaya Tinsa Malaysia 196 Princess Margaret Hospital 147 JF Technology, Malaysia 197 PS Konsultant Malaysia

148 Juniper 198 Public Sector Commission

149 KBSS 199 Quality Assured Contracting

150 Kendenup Lodge 200 Ranhill Powertron 2, Malaysia

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201 RCR Mining, Bunbury 239 Swimming Australia 202 RCR Resources Mining OSR 240 Switch My Loan 203 Reach Out Volunteers Cambodia 241 Syarikat Ong Yoke Lin Malaysia 204 Red Cross 242 Tadros Dixon 205 Regional Resource Recovery Centre 243 Taylors Engineering & Welding Services 206 Remote Civil Australia 244 The West Australian 207 Rio Tinto 245 Total Marine Technology 208 Roads2000 246 Town of Cambridge 209 Romgaz, Romania 247 Town of Victoria Park 210 Rosslyn Hill Mining 248 Tri Shield Services 211 Roy Hill Holdings 249 Trigg Beach Surf Life Saving Club 212 Royal Perth Hospital 250 Tronex S.A.S

213 S E Metro Language Development Centre & Outreach Service 251 Tuart Engineering

214 Sandvik Mining 252 University Malaysia, Sabah 215 Sarawak Energy Berhad 253 University of Hawaii 216 School of Built Environment 254 UON 217 Sciosity 255 Urbane Projects Pty Ltd 218 Scott and Associates 256 Valued Communities 219 Scouts WA 257 Vanglobe Matrix 220 SDF Global 258 Viticultural Innovations 221 Seven West 259 WA Farmers 222 SGS, Malaysia 260 WA Fishing Industry Council

223 Shanghai Gold Apple Bilingual School 261 WA Institute of Respiratory Health (was Lung Institute)

224 Shire of Dandaragan 262 Water Corporation 225 Shire of Irwin 263 West Australian News 226 Shire of Kalamunda 264 Western Australia Mechanical Services 227 Shire of Katanning 265 Western Botanical 228 Shire of Kojonup 266 Western Power 229 Shire of Serpentine Jarrahdale 267 Western Radiation Services 230 Sitech (WA) Pty Ltd 268 Wheatbelt NRM 231 Slick Design 269 Whiteman Park 232 Southam Automotive Engineering 270 Wine WA 233 Split System Clean 271 Wiseman Education in China 234 St Ives 272 Wize Therapy 235 Stabilisation Technology 273 Wood Group Kenny 236 Structerre Consulting Engineers 274 Wood Group Mustang, Malaysia 237 Style in the City 275 Woodside 238 Swan River Dolphins 276 Worley Parsons

2015 WIL Partners in development - 24 1 AIME 13 Oaktree 2 Bidyadanga Community Resource Centre 14 Policy & Aboriginal Services, Dept. Attorney General 3 Carers WA 15 Regional Development Australia Wheatbelt 4 CEVA Logistics 16 Shire of Broomhill and Tambellup 5 CFC Group 17 Shire of Woodanilling 6 Curtin Stadium 18 The Footpath Society 7 HALO Leadership 19 The Law Society 8 Hockey Australia 20 University of Southern Queensland 9 Kailis Brothers 21 VOICE Australia

10 Makino Asia 22 WA Insurance Brokers 11 National Broadband Network 23 Wheatbelt Development Commission 12 Ngala 24 Wolba Wolba Heritage Site Management Committee

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