Good WIL Hunting: Building Capacity for Curriculum Re-Design

Autor/inn/en	Young, Karen; Palmer, Stuart; Campbell, Malcolm
Titel	Good WIL Hunting: Building Capacity for Curriculum Re-Design
Quelle	In: Journal of Teaching and Learning for Graduate Employability, 8 (2017) 1, S.215-232 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-3815
Schlagwörter	Foreign Countries; Employment Potential; Capacity Building; Curriculum Design; Performance Based Assessment; Work Experience Programs; Undergraduate Students; STEM Education; Educational Change; Change Agents; Curriculum Development; Australia + Suchen Sie Ihr Suchwort? Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lehrplangestaltung; Leistungsermittlung; STEM; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Australien
Abstract	In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A 'WIL Leadership Framework' underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were 'hunted-out' and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty. (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