Using Work Integrated Learning to support JCU

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Using Work Integrated Learning to support JCUs
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

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Overview

• Why WIL?
• WIL _at_ JCU
• International and national perspectives
• The WIL Report
• Key issues and challenges
• Strategies for enhancing WIL
• Principles of good practice
• A way forward _at_ JCU

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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)

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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 )
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Concerns voiced about universities

• graduates not properly prepared for work
  employability
• insufficient interaction between universities and
  industry/employers
• need for engagement for economic advancement
• technology transfer failure
• returns on public investment in research
• skills shortages

(Goulter, 2007)
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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

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WIL _at_ JCU

• Academic Plan
• Curriculum Refresh Project
• WIL Audit
• WIL_at_JCU Working Party
• WIL_at_ JCU Website
• ALTC WIL EOIs

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International focus on WIL
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National response
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Graduate Employability Skills(BIHECC, August
2007)

• 3. improve and increase access to
  WIL6. explicitly report on employability
  skills demonstrated through WIL
• 7. encourage more effective integration of
  employability skills in student e- portfolios

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A National Internship Scheme

• Option 1 Encouragement Option 2  Leading by
  example Option 3  Publicprivate partnership
  Option 4  Enhanced public subsidy Option 5
   Futures planning

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

• Preparation of highly productive, professional
  labour forceincluding the preparation of
  graduates in relevant fields for professional
  practice
• Shifts in funding of higher education - reliance
  on fees. Impacts nature of student
  participation.
• Student staff ratio increases
• Engagement - important component of university
  activity

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Scale

• 300,000
• Project Team
• 18 months
• 600 participants (approx)
• 35 universities

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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

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What we found...

• passionate WIL staff
• strong links with graduates skills demand and
  work readiness
• stakeholders strong motivation for involvement
• stakeholders all face challenges
• range and diversity in WIL experiences and
  definitions
• enormous range and diversity in the range of
  programs currently delivered across Australia
• already firmly embedded in some universities and
  some disciplines Medicine, Health, Engineering,
  Education
• inconsistent nomenclature
• strong linkages to community

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Recommendations

• 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.
• Stakeholders consider collaborative research into
  WIL curriculum and systems that enable
  sophisticated and sustainable partnerships.
• Stakeholders consider ensuring equitable
  participation and access by all students by
  collaboratively developing WIL funding
  structures, policies and strategic approaches.

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Research Approach

• Participatory Action Research
• Desktop Research
• State-based symposia
• National focus groups
• Interviews Surveys
• Themes focused on Curriculum, Leadership,
  Scholarship Networking.

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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)

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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)

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Stakeholders - students

• Opportunities it WIL presents are priceless
  no course at uni could offer the experience a
  workplace can its worth the stress.
• (Student survey, QLD)

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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)

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Stakeholders - staff

• Getting students experience in the work place
  is often very motivating especially for
  students who arent necessarily the highest
  achievers. Thats 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

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What are the key issues and challenges for JCU?
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Key issues and challenges

• Ensuring equity and access
• Managing expectations and competing demands
• Improving communication coordination
• Ensuring worthwhile WIL placement experiences
• Adequately resourcing WIL

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Student view

• WIL is worth the effort
• economic and social costs involved in
  participation
• Demands in terms of time, part time jobs,
  lengthening of course
• Want something decent to do
• The more motivated the better the learning
  experience
• A bad placement or WIL experience can teach you a
  lot...

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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

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Employer view

• time needed to devote to student
• ownership universities must collaborate with
  employers but should manage WIL programs
• relationships looking for meaningful
  relationships with universities around WIL and
  other endeavours
• expectations unclear about what universities
  expect of employers in relation to WIL
• flexibility university timeframes dont always
  fit well with employers needs
• appropriate roles/tasks/work What is
  appropriate work for a particular placement or
  WIL activity?
• ease of access problem finding out who to talk
  to

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University view

• Saturated market
• resourcing and support for programs
• appropriate pedagogical strategies
• appropriate assessment strategies
• support for learners in new learning contexts
• professional development for staff involved in
  designing, managing and supervising programs
• sophisticated relationships between employers,
  students and universities in terms of learning,
  management responsibilities
• Greater involvement of employers and students in
  curriculum design
• Risk assessment (WHS)

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Strategies

• Policies approaches
• A stakeholder approach
• WIL curriculum pedagogy
• Resourcing WIL

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QUT Learning and Teaching Commissioned Projects
(2006-2009)

• Supporting Real World Learning
• Transitions In Project (TIP)
• Work Integrated Learning (WIL)
• Transitions Out Project (TOP)

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Aims

• Embed and sustain improved student learning
  outcomes
• Build capacity of QUT academic staff in learning
  and teaching
• Promote and support strategic change for the
  enhancement of learning and teaching
  particularly the support of real world learning.
• 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

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Focus on...

• Students
• Curriculum
• Staff
• Enabling systems

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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

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Principles of good practice (IRUA)

• 1. Policy
• a) WIL
• b) Staffing
• c) Resources and capacity-building
• Pedagogy and curriculum issues
• a) Embedding WIL in the curriculum
• b) Preparation for WIL
• c) Assessment
• 3. Partnerships
• a) Engaging and informing WIL partners
• b) Relationship Management

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A way forward for JCU
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Useful references

• ALTC Communiqué
• http//www.altc.edu.au/carrick/webdav/site/carrick
  site/users/siteadmin/public/ALTC_Communique_Mar09.
  pdf
• The WIL Report
• http//www.altc.edu.au/carrick/webdav/users/sitead
  min/public/grants_project_wil_finalreport_jan09.pd
  f

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• A Network of Networks
• gt300 registered members
• Inaugural Conference - 34 of Australias 38
  universities

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