Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of illustrations
Acknowledgments
Foreword
Preface
Contributors
Chapter 1: Contemporary insights into the practice of work-integrated learning in Australia
Introduction
Defining work-integrated learning
Justification for the book
Teaching and learning within work-integrated learning programs
Engagement with stakeholders
Maximizing learning outcomes through work-integrated learning
Exploring diverse forms of work-integrated learning practice
Support and infrastructure to develop good WIL practice
Conclusion
References
Section 1: Teaching and learning within work-integrated learning programs
Chapter 2: The framing of employability policy and the design of work-integrated learning curriculum
Introduction
Employability and WIL in the higher education context
Framings of employability
Overview of the QUT case study
Exploring the QUT experience
Designing curriculum for employability
Enhancing student engagement with the βreal worldβ
Working within a new model of partnership
Extending from QUT to other contexts: opportunities and learnings for other settings
References
Chapter 3: Designing a work-integrated learning curriculum
Introduction
Learning for an unknown future: What it means for the WIL curriculum
Habits of head, heart, and hand: Importance to the WIL curriculum
A practical model of learning dispositions for the WIL curriculum
Proposed logic of the WIL model of practical learning
Schedule of developmental WIL activities: Curriculum design
The implications for developing a WIL model of practical learning
Conclusion
References
Chapter 4: Authentic assessment design for work-integrated learning
Introduction
The power of assessment
Authentic assessment as an organizing framework
Principle 1: Assessment is sustainable
Principle 2: Assessment engages students in active portrayal of their achievements and professional identity
Principle 3: Assessment involves collaboration among the students, academics, and industry partners
Recommendations to guide future research and practice
References
Section 2: Engagement with stakeholders
Chapter 5: Engaging stakeholders in work-integrated learning: A sustainable model for curriculum co-creation
Introduction
Literature on sustainable curriculum co-creation for WIL
Methods and case
Findings
Discussion and recommendations
Conclusion
References
Chapter 6: Professional accreditation: A partnership proposition
Introduction
Benefits of professional accreditation
Quality
Curriculum design
Professional identity
Transition
Challenges of professional accreditation
Stakeholder perceptions
University staff
Students and graduates
Professional accreditation bodies
Employers
Work-integrated learning partnership model
Summary and conclusion
References
Section 3: Maximizing learning outcomes through work-integrated learning
Chapter 7: Work, resilience and wellbeing: The long game of work-integrated learning
Introduction
Work, stress and wellbeing
The long game: The benefits of work-integrated learning to wellbeing
Economic wellbeing, overall wellbeing and resilience
Getting to the long game: Short-term challenges of WIL
Leveling the playing field: WIL participation for equity cohorts
Conclusion: Toward parity of opportunity and wellbeing
References
Chapter 8: Effective supervision: A key consideration in work-integrated learning
Introduction
Roles and responsibilities of supervisors
Fundamental elements of good practice
Supervisory approaches
Essential strategies
Communication, collaboration and complementarity
Conclusions
Recommendations
References
Chapter 9: Support for student learning in work-integrated learning: A holistic framework
Introduction
Curriculum design for work-integrated learning
Preparation
Learning reinforcement
Supervision
Synthesis
Teaching and learning strategies
Individual reflections
Debriefing
Sharing with others
Considerations and challenges
Conclusions
References
Chapter 10: A quality framework for developing and assuring high-quality work-integrated learning curricula
Introduction
Frameworks for describing common characteristics of high-qualityΒ WIL
A focus on work-integrated learning curricula
An integrating framework of common curricular dimensions
Conclusion
References
Chapter 11: Evaluating work-integrated learning
Introduction
Evaluation in work-integrated learning
International context
National context
Higher education standards framework (threshold standards) 2015
Professional accreditation
National work-integrated learning strategy
Graduate outcomes survey
Case study: Developing a cross-disciplinary approach to WIL evaluation
Conclusion
References
Section 4: Exploring the diverse forms of work-integrated learning practice
Chapter 12: Innovation in work-integrated learning
Introduction
Innovative work-integrated learning models
Features of innovative work-integrated learning models
Stakeholder engagement
Design elements
Co-design
Enablers of innovation in work-integrated learning
Discussion
Conclusion
References
Chapter 13: Developing university learners' enterprise capabilities through entrepreneurial work-integrated learning
Introduction
Exploring entrepreneurial work-integrated learning β The Edge Project
Entrepreneurial work-integrated learning in practice
Illustration of practice 1: Real world ready β The business capstone at QUT business school
Illustration of practice 2: Wicked problems β Innovative solutions at RMIT university
Illustration of practice 3: Creative enterprise and entrepreneurship atΒ QUT
Illustration of practice 4: Transdisciplinary enterprise capability development at UTS
Considerations for the design of entrepreneurial work-integrated learning
Supporting interdisciplinary ways of working
Embedding process-focused curriculum approaches
Engaging work-integrated learning industry and community partners
Conclusion
Acknowledgement
References
Chapter 14: Service-learning as an approach to work-integrated learning
Introduction
Development of service-learning
Approaches to service-learning in Australia
Service-learning curriculum design
Conclusion
References
Chapter 15: Designing and implementing interdisciplinary project-based work-integrated learning
Introduction
The case for IPjBWIL
Designing IPjBWIL
Theoretical foundations
The design process
Challenges and enablers of interdisciplinary project-based WIL
Leading IPjBWIL
Evaluating interdisciplinary project-based work-integrated learning
Conclusion
References
Chapter 16: International students and work-integrated learning: Overcoming challenges and looking to the future
Introduction
International student demand for work-integrated learning
International student participation in work-integrated learning
Challenges experienced during work-integrated learning
Strategies to improve the international student WIL experience
Macro level
Meso level
Universities
Workplace supervisors
Employers
Micro level
Conclusion
References
Chapter 17: Closing the gap: Facilitating employability development in international internships
Introduction
Employability development and internships in international contexts
Pedagogical interventions to support employability
Reflection
Articulation
Transfer
Learning activities before, during, and after the international internship
Preparatory intervention
Intervention during the internship
Return intervention
Conclusion
References
Section 5: Support and infrastructure to develop good work-integrated learning practice
Chapter 18: Leadership that supports an institutional approach to work-integrated learning
Introduction
Challenges to an institutional approach
Enablers for an institutional approach
Distributed leadership
Adopting an institutional approach in Australia
Case study of leadership through strategic governance
Progressing the work-integrated learning agenda
Recommendations for an institutional approach to WIL
Conclusion
References
Chapter 19: Governance and risk management
Introduction
Enterprise risk management
Effective risk management
Collaboration
Balancing opportunities and hazards
Relationship management
Resourcing
Risk literacy
Systems-driven
Challenges for risk management
Payments
Work-integrated learning structures
Risk types
Conclusion
References
Chapter 20: Student access and equity in work-integrated learning: A work in progress
Introduction
Progress to date in addressing the challenge
Nature of student exclusion from work-integrated learning
Students impacted and barriers to work-integrated learning identified
A range of responses to the challenge
Actions required to improve inclusive practice in work-integrated learning
Persistent challenges for students
Persistent challenges for universities
Persistent challenges for organizations and their employees
Complex factors and tensions that hamper inclusive efforts
Recommendations
Conclusions
References
Chapter 21: Using technology platforms for work-integrated learning
Introduction
e-Internships
Digital service learning
Simulated work placements
Choosing an appropriate form of technology
Conclusion and future research
References
Section 6: Future directions
Chapter 22: The future of work-integrated learning: Vision and insights
Introduction
Institutional policy environment and infrastructure
Governance and risk management
Resources and building staff capacity
Leadership
Rethinking curriculum
Assessment
Diverse practices of work-integrated learning
Service-learning
Interdisciplinary work-integrated learning
Global mobility
Digital spaces
Inclusive work-integrated learning practices
Partnerships to strengthen stakeholder outcomes
Quality and evaluation
Additional considerations
Future directions
References
Index