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Ensuring Equitable Work-Integrated Learning Opportunities For International Students, Lesley Andrew
Ensuring Equitable Work-Integrated Learning Opportunities For International Students, Lesley Andrew
Journal of University Teaching & Learning Practice
Ensuring equitable work-integrated learning (WIL) opportunities for international students can be problematic. This position paper explores this challenge within the context of the Master of Public Health course (MPH) in Australian universities. The availability and accessibility of placement and non-placement WIL for international students are examined through a desktop audit of MPH offerings across 27 public Australian universities. These findings, interpreted through the lens of cultural, social and financial capital suggest although international students stand to benefit more from WIL than their domestic peers, their opportunity to participate is lower. The paper argues a strength-based approach is needed to mitigate …
Counselling Placements Caught Up In The Mismatch Of Standards And Realities: Lessons From Covid-19, Sonam Pelden, Vicki Banham
Counselling Placements Caught Up In The Mismatch Of Standards And Realities: Lessons From Covid-19, Sonam Pelden, Vicki Banham
Journal of University Teaching & Learning Practice
As the fear of mortality struck humanity, a new age dawned in the relational styles, processes, and interactions amongst people. COVID-19 has caused a major shift in the educational landscape. While most teaching and learning activities moved online, field placement units which are fully invested in industry engagement, and once highly sought, came to a dramatic pause. For students, this produced uncertainty around completion of their degrees and for institutions who became entangled in the changing requirements of accrediting bodies as they grappled with the changing landscape. Our final year counselling and psychotherapy students on placement were instructed to retreat …
‘'Workplace’ Or Workforce: What Are We Preparing Students For?, Theresa Winchester-Seeto, Leanne Piggott
‘'Workplace’ Or Workforce: What Are We Preparing Students For?, Theresa Winchester-Seeto, Leanne Piggott
Journal of University Teaching & Learning Practice
This Position Paper explores some of the assumptions that underpin the dependence on physical WIL placements. The authors focus on the fundamental question of what exactly we are preparing students for – is it the workplace, or should we think more broadly about preparing students for the workforce? This raises other questions around the necessity of students undertaking placements in a physical workplace to learn what they need, as well as analysing what aspects of work trigger learning. Workplaces in many organisations are quite different to those of a decade ago, requiring different skills of their workers, and for some, …
Non-Placement Wil: The Case Of An Exercise Prescription Clinic, Lynette Hodges, Andrew Martin
Non-Placement Wil: The Case Of An Exercise Prescription Clinic, Lynette Hodges, Andrew Martin
Journal of University Teaching & Learning Practice
Universities globally have continued to strategically increase work-integrated learning (WIL) opportunities for students to enhance graduate employability. However, meeting the needs of the increasing number of placements in industry settings places challenges on employers and academic programme coordinators. This paper examines an innovative teaching and learning initiative demonstrating non-placement WIL practice on-campus and online through an exercise prescription clinic (EPC). The benefits provided by these opportunities have not only been for student learning, but for clients, in particular those impacted by neurological and/or muscular skeletal problems. The development of the on-campus EPC has focused on key elements of good practice …
Being On Country As Protest: Designing A Virtual Geography Fieldtrip Guided By Jindaola, Jennifer Atchison, Jade Kennedy
Being On Country As Protest: Designing A Virtual Geography Fieldtrip Guided By Jindaola, Jennifer Atchison, Jade Kennedy
Journal of University Teaching & Learning Practice
The fieldtrip has long been a key component of the geography curriculum, described as a ‘touchstone’ for learning in, on and about place. Learning on Country provides an opportunity to embody Indigenous knowledges and experience places and people in field classes. However, such opportunities are increasingly under threat as the costs and risks of running field trips have risen, and more recently, faced challenges such as those presented by the COVID-19 pandemic. In this paper, we describe the transformation of a third-year undergraduate geography field trip into a virtual field trip using online resources. We reflect on the processes and …
Evaluating Alternative Work-Integrated Learning Opportunities: Student Perceptions Of Interdisciplinary Industry-Based Projects, Melanie Hayes, Leela Cejnar
Evaluating Alternative Work-Integrated Learning Opportunities: Student Perceptions Of Interdisciplinary Industry-Based Projects, Melanie Hayes, Leela Cejnar
Journal of University Teaching & Learning Practice
Industry and Community Project Units (ICPU) are a work-integrated learning (WIL) initiative designed to provide an interdisciplinary, project-based experience for students based on real-world industry problems. With any new program, reflecting on the course delivery is essential for future quality improvement. Brookfield (2017) has suggested many student-centred approaches through which we can reflect on teaching practice, including Letters to Successors, whereby current students reflect on their experience and provide guidance for surviving and thriving the course, in a letter to future students. This study aimed to analyse the anonymous Letters to Successors penned by four separate ICPU cohorts, to understand …
An Institutional Framework For Scaffolding Work-Integrated Learning Across A Degree, Bonnie Dean, Venkata Yanamandram, Michelle J. Eady, Tracey Moroney, Nuala O'Donnell, Tracey Glover-Chambers
An Institutional Framework For Scaffolding Work-Integrated Learning Across A Degree, Bonnie Dean, Venkata Yanamandram, Michelle J. Eady, Tracey Moroney, Nuala O'Donnell, Tracey Glover-Chambers
Journal of University Teaching & Learning Practice
Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL …
‘Putting On A Show’ Non-Placement Wil In The Performing Arts: Documenting Professional Rehearsal And Performance Using Eportfolio Reflections, Narelle Yeo, Jennifer Rowley
‘Putting On A Show’ Non-Placement Wil In The Performing Arts: Documenting Professional Rehearsal And Performance Using Eportfolio Reflections, Narelle Yeo, Jennifer Rowley
Journal of University Teaching & Learning Practice
his study explores the utility of employing a student-created experiential narrative ePortfolio as a multi-modal tool for reflective practice in WIL. It does so by examining a case study situated within the performing arts, where WIL discourses are rarely adopted, and few examples are present in the literature. This paper introduces a circular mentoring framework that extends Kolb’s experiential learning model, whereby learning is facilitated through the interchange of roles through rehearsal and reflection. In this study, participants prepared and performed an opera in a professional venue over a five-day period of intense creative studio work. The 2017 and 2018 …
The Impact Of Prior Work-Experience On Student Learning Outcomes In Simulated Internships, Leopold Bayerlein
The Impact Of Prior Work-Experience On Student Learning Outcomes In Simulated Internships, Leopold Bayerlein
Journal of University Teaching & Learning Practice
In this paper, the extent to which a compulsory non-placement work-integrated learning (WIL) activity, in the form of a simulated internship, in an Australian undergraduate accounting program, created learning outcomes for students with different levels of prior work-experience is assessed. The paper extends prior, theoretically based literature by providing an exploratory evaluation of the experiences of students undertaking a specific simulated internship. This evaluation is important because it enables students and higher education providers to evaluate the extent to which a simulation is likely to meet the learning needs and expectations of individual students and student groups. Despite the critical …
Building Professional Competencies Through A Service Learning ‘Gallery Walk’ In Primary School Teacher Education, Sarita Ramsaroop, Nadine Petersen
Building Professional Competencies Through A Service Learning ‘Gallery Walk’ In Primary School Teacher Education, Sarita Ramsaroop, Nadine Petersen
Journal of University Teaching & Learning Practice
This article reports on a service learning project in a South African primary school teacher education programme, as experiential and practice-based pedagogy in a social studies methods course. We aimed to broaden understanding of service learning as a form of non-placement work-integrated learning for the development of teacher professional competencies. Student teachers drew on topics in the middle school social studies curriculum and incorporated Indigenous geographical elements with local community history in the design of a service learning ‘gallery walk’ for Grade 5 learners. Using a generic qualitative design, data were generated from students’ and teachers’ reflective journals, lesson plans, …
Work-Integrated Learning And Skill Development In A Master Of Public Health Program: Graduate Perspectives, Sue Durham, Helen Jordan, Lucio Naccarella, Melissa Russell
Work-Integrated Learning And Skill Development In A Master Of Public Health Program: Graduate Perspectives, Sue Durham, Helen Jordan, Lucio Naccarella, Melissa Russell
Journal of University Teaching & Learning Practice
It is increasingly understood that work-integrated learning (WIL) opportunities are critical in providing graduating students with employability skills which allow them to gain employment and effectively operate in work environments. This is particularly relevant within degrees such as public health that cut across very diverse fields of practice. Little research has previously investigated student perceptions post-graduation of skill development within public health degrees. This investigation aimed to identify the range of skills gained within a Master of Public Health (MPH) degree which graduates felt assisted them to obtain employment, and to determine the teaching and learning approaches that contributed to …