An Institutional Framework to Guide the Comparison of Work Integrated Learning Types

Autor/inn/en	Dollinger, Mollie; Brown, Jason
Titel	An Institutional Framework to Guide the Comparison of Work Integrated Learning Types
Quelle	In: Journal of Teaching and Learning for Graduate Employability, 10 (2019) 1, S.88-100 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-3815
Schlagwörter	Workplace Learning; Experiential Learning; Employment Qualifications; College Students; School Business Relationship; Industry; Student Role; Teacher Student Relationship; Partnerships in Education; Peer Teaching; Program Effectiveness; Barriers; Proximity; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Collegestudent; Industrie; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulpartnerschaft; Peer group teaching; Peer Group Teaching; Lebensnähe; Ausland; Australien
Abstract	Work-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term -- work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to diverge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff. (As Provided).
Anmerkungen	Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01