Using Work Integrated Learning to support JCU’s learning and teaching goals

1. Using Work Integrated Learning to support JCU’s 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

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

3. 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)

4. Best aspects hits x type of learning methods (Scott, 2005, p. 33 )

6. 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)

7. 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

8. WIL @ JCU • Academic Plan • Curriculum Refresh Project • WIL Audit • WIL@JCU Working Party • WIL@ JCU Website • ALTC WIL EOIs

9. International focus on WIL

10. National response

11. 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

12. A National Internship Scheme Option 1: Encouragement Option 2:  Leading by example Option 3:  Public–private partnership Option 4:  Enhanced public subsidy Option 5:  Futures planning A discussion paper prepared by Universities Australia (October, 2007)

13. Bradley Report Preparation of ‘highly productive, professional labour force…including 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

16. Scale • $300,000 • Project Team • 18 months • 600 participants (approx) • 35 universities

17. Key Objectives • Identify key stakeholders and provide mechanisms by which they can identify and prioritise key challenges… • 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… • Develop an ACEN-based, sector-wide communications structure for collaborative knowledge building…

18. 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

19. 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.

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

21. 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)

23. 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)

24. Stakeholders - students “Opportunities it [WIL] presents are priceless – no course at uni could offer the experience a workplace can – it’s worth the stress.” (Student survey, QLD)

25. 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)

26. Stakeholders - staff “Getting students experience in the work place is often very motivating – especially for students who aren’t necessarily the highest achievers. That’s 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]

27. What are the key issues and challenges for JCU?

30. Key issues and challenges • Ensuring equity and access • Managing expectations and competing demands • Improving communication & coordination • Ensuring worthwhile WIL placement experiences • Adequately resourcing WIL

31. 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...

32. 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

33. 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 don’t 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

34. 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 (WH&S)

35. Strategies • Policies & approaches • A stakeholder approach • WIL curriculum & pedagogy • Resourcing WIL

36. QUT Learning and Teaching Commissioned Projects (2006-2009) Supporting Real World Learning Transitions In Project (TIP) Work Integrated Learning (WIL) Transitions Out Project (TOP)

37. Student Learning Journey TIME Pre-enrolment Identity TRANSITIONIN TO FOCUS of IDENTITY Tertiary student Identity TRANSITIONOUT TO Professional Identity Admission Graduation Transitions In Transitions Out Work Integrated Learning

38. 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

39. Focus on... Students Curriculum Staff Enabling systems

40. 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

41. 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

42. A way forward for JCU

43. Useful references • ALTC Communiqué http://www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/ALTC_Communique_Mar09.pdf • The WIL Report: http://www.altc.edu.au/carrick/webdav/users/siteadmin/public/grants_project_wil_finalreport_jan09.pdf

44. A Network of Networks • >300 registered members • Inaugural Conference ─ 34 of Australia’s 38 universities

46. xx • xx