Contemporary insights into the practice of work-integrated learning in Australia

Zegwaard, Karsten E.; Ferns, Sonia; Rowe, Anna

doi:10.4324/9781003021049-1

Cited by 14 publications

(19 citation statements)

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“…As a pedagogical philosophy, it understands the integration of theoretical and practical knowledge as creating more advanced forms of knowledge, which create a focus on collaboration and co-creation. As pedagogical methods, WIL is understood as specific practices used in higher education, also focusing on the integration of theory and practice represented by “various forms of experiential and practice-based learning, including internships, cooperative education, work placements, clinical practise, and industry-based and community-based projects” (Zegwaard et al , 2002, p. 2). As a field of study, WIL is understood as research on such practices, but also on wider contexts of learning and knowledge processes.…”

Section: Conceptual Discussion Of Resident Participation and Work-int...mentioning

confidence: 99%

Social sustainability for whom? Developing an analytical approach through a tripartite collaboration

Sunnemark¹,

Gahnström²,

Rudström³

et al. 2023

JWL

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Purpose Social sustainability is a concept frequently referred to in public debates concerning how to construct the governance of future societies. The interpretations of its meaning, however, are ambiguous, and practices often dubious. Confronting top-down technocratic governance structures, this paper aims to argue for for tripartite collaborations between residents, higher education institutions (HEIs) and local government, as an approach toward social sustainability that involves residents’ interests in local governance. Design/methodology/approach This study argues that a specific time-spatial method of analysis can benefit the co-creation of knowledge as it passes through the spectrum of resident–HEI–local government. It provides a way for resident perceptions to become structured knowledge that originates from the residents, effectively engendering a bottom-up governance structure. Findings This study shows how to include residents in policymaking and implementation processes as co-creators of knowledge, and thereby displays the possibility of examining knowledge and competence within municipal projects for social sustainability. Originality/value The model developed in this study can be used as a methodological instrument to analyze and expand resident participation in local social sustainability work. It thereby provides a toolbox for inclusive policymaking and strategies.

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Section: Conceptual Discussion Of Resident Participation and Work-int...mentioning

confidence: 99%

Social sustainability for whom? Developing an analytical approach through a tripartite collaboration

Sunnemark¹,

Gahnström²,

Rudström³

et al. 2023

JWL

View full text Add to dashboard Cite

show abstract

“…Work based WIL provide graduates with direct access to the working world and their specific professional field. This exposure exponentially increases their employment opportunity [17]. Connections and professional relationships are formed during these placements which is an employment advantage to the student.…”

Section: Types Of Wilmentioning

confidence: 99%

“…Placement of students for 1 week a year is insufficient to gain the necessary practical skills required for optimal employability of the student. The longer and more frequent the workplace-based components of a WIL programme, the more effective it is likely to be [17]. It is also recommended that WIL involves a level of mentorship during placements so that they gain problem-solving skills to ensure work-based problems are resolved quickly and opportunities for learning are fully exploited [30].…”

Section: Recommendationsmentioning

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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“…Recent pedagogical approaches such as problem-based learning (PBL), while similar to convergence in being student-, team-, and problem-centered (Ersoy, 2014;Wood, 2003), center on applying appropriate problems to increase knowledge, rather than on problemsolving itself (Wood, 2003). Similarly, work-integrated learning (WIL) emphasizes practice-based application of skills beyond academic environments (Zegwaard, 2014), however it does so with an emphasis on developing students who are familiar with organizational practices (Cooper et al, 2010) and who can function within a structured work environment (Jackson, 2015). Convergence emphasizes problem-solving skills and specifically emphasizes current context in the identification of problems, alongside building problem-solving skills that are required in an array of sectors and contexts.…”

Section: Introductionmentioning

confidence: 99%

A Case Study in the Implementation of Convergent Education

Abel

Prestholdt

Dittrich

et al. 2022

ASRHE

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Convergent education calls for the dismantling of long held academic borders, and for the blurring of traditional academic divisions. It emphasizes the development of professionals who are comfortable thinking across traditional boundaries and who are equipped to best meet the needs of today’s society through critical thinking and problem solving. In doing so, it focuses on issues central to and concurrent with a student’s present experience. As we explore, we find that despite a variety of implementations of multidisciplinary approaches, an implementable framework for convergent education that is transferable across university settings seems lacking. We offer a framework for defining, identifying, and evaluating convergent education and apply this to a 2020 undergraduate course at the University of Portland. In addition to the development of a framework and analysis of convergent learning within the case study, we find that despite the ready need for and applicability of convergent-based education, more traditional academic structures predispose both students and educators towards educational outcomes that remain largely siloed, particularly in the divide between STEMM and non-STEMM majors. We demonstrate how the existing mismatch between intended convergent education outcomes and traditional academic structures may limit convergent education possibilities and we propose areas in which higher education can improve in developing professionals who are equipped to address the most pressing global issues.

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Contemporary insights into the practice of work-integrated learning in Australia

Cited by 14 publications

References 0 publications

Social sustainability for whom? Developing an analytical approach through a tripartite collaboration

Social sustainability for whom? Developing an analytical approach through a tripartite collaboration

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

A Case Study in the Implementation of Convergent Education

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