Evaluating the Quality of Work-Integrated Learning Curricula: A Comprehensive Framework

Autor/in	Smith, Calvin
Titel	Evaluating the Quality of Work-Integrated Learning Curricula: A Comprehensive Framework
Quelle	In: Higher Education Research and Development, 31 (2012) 2, S.247-262 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2011.558072
Schlagwörter	Teaching Methods; Foreign Countries; College Students; Integrated Activities; Supervisors; Quality Assurance; School Business Relationship; Experiential Learning; Skill Development; Employment Qualifications; Evaluation Methods; Work Experience; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Collegestudent; Integrierender Unterricht; Qualitätssicherung; Experiental learning; Erfahrungsorientiertes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Employment experience; Job experience; Occupational experience; Berufserfahrung; Australien; Großbritannien
Abstract	There are many different forms that work-integrated learning (WIL) takes and variants go by a range of different names. Based on current literature, key dimensions, shared by the various and disparate forms of WIL curricula, were identified and operationalised in a measurement model. The key dimensions identified were: authenticity, integrated learning supports (both at university and the workplace), alignment (of teaching and learning activities and assessments with integrative learning outcomes), supervisor access and induction/preparation processes. It is suggested that variations in the way that WIL courses or subjects are designed within these dimensions are the basis for different expressions of the quality of such courses. A latent construct measurement model was developed and validated with a sample of Australian and UK students. This paper presents the model and discusses the results of the validation study. It is proposed that the measures validated in this study will be useful for evaluating a wide variety of WIL curricula. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10