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

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

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)

Best aspects hits x type of learning methods Learning methodsHits Face to face Independent study and negotiated learning Practice-oriented and ‘real world’ Simulations and labs877 CIT supported836 (Scott, 2005, p. 33 )

Concerns voiced about universities 1.graduates not properly prepared for work – employability 2.insufficient interaction between universities and industry/employers 3.need for engagement for economic advancement 4.technology transfer failure 5.returns on public investment in research 6.skills shortages (Goulter, 2007)

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

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

International focus on WIL

National response

Graduate Employability Skills (BIHECC, August 2007) 3.improve and increase access to WIL 6.explicitly report on employability skills demonstrated through WIL 7.encourage more effective integration of employability skills in student e- portfolios

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)

Bradley Report 1.Preparation of ‘highly productive, professional labour force…including the preparation of graduates in relevant fields for professional practice’ 2.Shifts in funding of higher education - reliance on fees. Impacts nature of student participation. 3.Student: staff ratio increases 4.‘Engagement’ - important component of university activity

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

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…

What we found... 1.passionate WIL staff 2.strong links with graduates skills demand and work readiness 3.stakeholders – strong motivation for involvement 4.stakeholders – all face challenges 5.range and diversity in WIL experiences and definitions 6.enormous range and diversity in the range of programs currently delivered across Australia 7.already firmly embedded in some universities and some disciplines; Medicine, Health, Engineering, Education 8.inconsistent nomenclature 9.strong linkages to community

Recommendations 1.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. 2.Stakeholders consider collaborative research into WIL curriculum and systems that enable sophisticated and sustainable partnerships. 3.Stakeholders consider ensuring equitable participation and access by all students by collaboratively developing WIL funding structures, policies and strategic approaches.

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

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)

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)

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)

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)

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]

What are the key issues and challenges for JCU?

Key issues and challenges 1.Ensuring equity and access 2.Managing expectations and competing demands 3.Improving communication & coordination 4.Ensuring worthwhile WIL placement experiences 5.Adequately resourcing WIL

Student view 1.WIL is worth the effort 2.economic and social costs involved in participation 3.Demands in terms of time, part time jobs, lengthening of course 4.Want something decent to ‘do’ 5.The more motivated the better the learning experience 6.A bad placement or WIL experience can teach you a lot...

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

Employer view 1.time – needed to devote to student 2.ownership – universities must collaborate with employers but should manage WIL programs 3.relationships – looking for meaningful relationships with universities around WIL and other endeavours 4.expectations – unclear about what universities expect of employers in relation to WIL 5.flexibility – university timeframes don’t always fit well with employers needs 6.appropriate roles/tasks/work – What is appropriate work for a particular placement or WIL activity? 7.ease of access – problem finding out who to talk to

University view 1.Saturated market 2.resourcing and support for programs 3.appropriate pedagogical strategies 4.appropriate assessment strategies 5.support for learners in new learning contexts 6.professional development for staff involved in designing, managing and supervising programs 7.sophisticated relationships between employers, students and universities in terms of learning, management responsibilities 8.Greater involvement of employers and students in curriculum design 9.Risk assessment (WH&S)

Strategies 1.Policies & approaches 2.A stakeholder approach 3.WIL curriculum & pedagogy 4.Resourcing WIL

CRICOS No J a university for the world real R QUT Learning and Teaching Commissioned Projects ( ) Supporting Real World Learning Transitions In Project (TIP) Work Integrated Learning (WIL) Transitions Out Project (TOP)

CRICOS No J a university for the world real R TRANSITION IN TO Tertiary student Identity TRANSITION OUT TO Pre-enrolment Identity Professional Identity AdmissionGraduation TIME FOCUS of IDENTITY Student Learning Journey Transitions InTransitions Out Work Integrated Learning

CRICOS No J a university for the world real R Aims 1.Embed and sustain improved student learning outcomes 2.Build capacity of QUT academic staff in learning and teaching 3.Promote and support strategic change for the enhancement of learning and teaching – particularly the support of real world learning. 4.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

CRICOS No J a university for the world real R Focus on... 1.Students 2.Curriculum 3.Staff 4.Enabling systems

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

Principles of good practice (IRUA) 1.Policy a)WIL b)Staffing c)Resources and capacity-building 2.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

A way forward for JCU

Useful references ALTC Communiqué arricksite/users/siteadmin/public/ALTC_Co mmunique_Mar09.pdf The WIL Report: siteadmin/public/grants_project_wil_finalre port_jan09.pdf

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

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