A quality framework for developing and assuring high-quality work-integrated learning curricula

Smith, Carl; Ferns, Sonia; Russell, Leoni

doi:10.4324/9781003021049-13

Cited by 10 publications

(20 citation statements)

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“…Pedagogical theory provides guidance on non-placement alternatives. The theory suggests that the main characteristics of placement-based WIL be included in non-placement alternatives [10].…”

Section: Types Of Wilmentioning

confidence: 99%

“…Universities are often viewed as institutions which can and should produce graduates that are 'work-ready' or 'employable' [7] however employability is often mistaken with employment outcomes which is described as "securing a job following graduation or having the potential to earn a higher salary" [8,9]. WIL activities differ across disciplines but the underlying principle remains the same, the tasks require reflection and intentional connection between theory and practice [10]. There are three key stakeholders involved in the WIL process -the institution, employer and the student.…”

Section: Introductionmentioning

confidence: 99%

“…"Employment-readiness" has been described as a graduate's embodiment of knowledge of theory/subject knowledge, generic skills such as creativity, flexibility, willingness to learn, autonomy, teamwork capabilities, managerial abilities, able to work under pressure, communication skills, time management and technology skills amongst others. It was also mentioned that emotional intelligence and self-confidence are also key factors [10,13]. Students should also be prepared for work integrated learning.…”

Section: Introductionmentioning

confidence: 99%

“…The purpose of WIL is to increase employability of students however not every activity constituted as WIL, meets that objective. A WIL activity should enhance student learning regardless of the label of a specific strategy [10] integration of knowledge and practice, development and refinement of practice, creation of new knowledge derived from reflections on experience and exposure to the world of work [10]. Researchers agree that for WIL to be effective, activities must be "meaningful, relevant, and intentionally integrated and aligned with university curriculum" [18,19].…”

Section: Introductionmentioning

confidence: 99%

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Facing the Unknown: Managing Work Integrated Learning in the Midst of Covid-19

Ruthanam¹

2023

Proceedings of the Focus Conference (TFC 2022)

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This article provides a reflection into the experiences and challenges of a Work Integrated Learning coordinator regarding the management of Work Integrated Learning (WIL) for Environmental Health during Covid-19. It aimed to establish a comparison between the change in processes regarding WIL at a South African university offering the Environmental Health programme pre and post Covid-19. WIL can be described as a structured form of experiential training in a learning programme. It focuses on the application of theory through workbased learning or non-work-based learning and addresses specific competencies required for a qualification, coupled with the development of necessary skills that will render the student as employable and fit for the workplace. Work Integrated Learning exposure provides a bridge for students between academia and their profession. It allows students with an opportunity to apply and merge theoretical knowledge gained in academic studies to "real world" workplace practical experiences, and to prepare students for a career by providing an opportunity to develop relevant professional skills. Prior to the Covid-19 pandemic, WIL activities were predominantly student placements at WIL sites for a determined period. Covid-19 has forced academia to think of innovative means of meeting the objectives of WIL in the absence of physical placement. It has proven that although WIL can be substituted with unconventional methods for a short while, it must incorporate a component of physical exposure to render it successful.

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Section: Types Of Wilmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Facing the Unknown: Managing Work Integrated Learning in the Midst of Covid-19

Ruthanam¹

2023

Proceedings of the Focus Conference (TFC 2022)

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“…Students learn about values and attitudes, as well as the language and conduct necessary for the job, through social interactions within the professional communities of their employers (Rowe et al, 2021). The WIL working environment has a significant impact on how well students do in their job experiences (Smith et al, 2019). As a result, the workplace environment has a significant impact on how employable students become by WIL (Bowen, 2020).…”

Section: Work-integrated Learning (Wil)mentioning

confidence: 99%

TheEducational Process of the Work-integrated Learning (WIL) Program: Case Study of Engineering Faculty, Rajamangala University of Technology Lanna, Thailand

Nuangpirom¹,

Jewpanya²,

Pitjamit³

et al. 2023

JTET

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This research studies theeducational process of the Work-integratedLearning (WIL) program in a case study of engineering faculty,at Rajamangala University of Technology Lanna (RMUTL), Thailand. The opinions of students and teachers who participated in the WIL program areinvestigated. In this regard, during the academic year 2020-2022, we appliedforthe "The Questionnaire about the Educational Process in WIL program".The questionnaire was sent to a sample of 120 students and 50 teachers. The subjects answered to questions regarding the roles of students, teachers, factory trainers, the quality of curricula, the effectiveness of teaching methods, the establishment, and university and executive support, in the WIL program. The conducted study shows the necessity of developing WIL curricula and strengthening a modern WIL learning process. WIL had an impact on students' increased responsibility and organizational communication. Teachers and factory trainers were obliged to have integrated performance of their teaching skills. New courses should be created expressly for WIL to reduce study time and interact with the workplace. The WIL model should also be improved student learning effectiveness. Toeffectively handle and administer the project with the backing of the executive's policy, the administrative framework and structure should be established.

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Australian graduate radiographers' perspectives and experiences of work readiness

Zhang

Makanjee

Hayre

et al. 2023

J of Medical Radiation Sci

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IntroductionGraduate radiographers entering their qualified positions need to orientate and familiarise themselves with a rapidly changing work environment to deliver a high standard of diagnostic imaging services. During this transitional phase, these newcomers also strive to meet self‐expectations and workplace expectations. This study was performed to understand the work readiness perspectives and initial experiences of graduate radiographers on beginning their newly qualified roles.MethodsThe study used a qualitative phenomenological approach to collect data through individual semi‐structured in‐depth telephone interviews with 14 purposively sampled undergraduate and postgraduate radiographers. The rich data were transcribed verbatim and then thematically analysed.ResultsFour major themes emerged: (1) preparing to be ‘work‐ready’, (2) initial encounters as qualified radiographers, (3) personal and professional challenges and (4) support strategies and advice for new graduates.ConclusionsNew graduate radiographers face many personal and professional challenges but agree that they thrive in supportive collegial environments. Most participants had a high perspective of their work readiness strongly related to their clinical placements as students, workplace familiarity, support networks and coping strategies. Further review into individual workplace orientations by organisation leaders may benefit the immersion and enhancement of graduate radiographers' initial experiences in their new role.

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A quality framework for developing and assuring high-quality work-integrated learning curricula

Cited by 10 publications

References 0 publications

Facing the Unknown: Managing Work Integrated Learning in the Midst of Covid-19

Facing the Unknown: Managing Work Integrated Learning in the Midst of Covid-19

TheEducational Process of the Work-integrated Learning (WIL) Program: Case Study of Engineering Faculty, Rajamangala University of Technology Lanna, Thailand

Australian graduate radiographers' perspectives and experiences of work readiness

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