The WIL Report: A national scoping study

Catherine Pocknee: Swinburne University of TechnologyDr Deborah Peach: Queensland University of Technology Carol-joy Patrick: Griffith University

Overview

• Australian Context

• Drivers

• WIL in Australia

• The WIL Report (2007-2008)

• What we found

• Stakeholder perspectives

• Recommendations

• Resources & ICT examples (panel)

Context: Drivers

• Skill shortages: now and then?

• Government policy

• Work ready graduates

• Shift to vocational courses

• The ‘third stream’

• Role of universities - morphing

• ALTC: Improved funding & profile of ‘L&T’

Context: WIL in Australia

• Range of existing interest groups

• ACEN formed Sept; 2006

• Rapid growth in state chapters

• ‘On’ the national policy agenda

• ALTC support

• Preliminary discussions around CoPSwinburne, QUT & Griffith

• Submission on behalf of ACEN

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)

Scale

• $300,000

• Project Team

• 17 partners

• 18 months

• 600 participants (approx)

• 37 universities participated

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…

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)

Examples: Check the Vignettes on the ACEN website under ALTC Projects!

What we found...

1. passionate WIL staff2. strong links with graduates skills demand and work

readiness3. stakeholders – strong motivation for involvement4. stakeholders – all face challenges5. range and diversity in WIL experiences and definitions6. enormous range and diversity in the range of programs

currently delivered across Australia7. already firmly embedded in some universities and some

disciplines; Medicine, Health, Engineering, Education8. inconsistent nomenclature9. strong linkages to community

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 effort2. economic and social costs involved in

participation3. demands in terms of time, part time jobs,

lengthening of course4. want something decent to ‘do’5. the more motivated the better the

learning experience6. 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 student2. ownership – universities must collaborate with

employers but should manage WIL programs3. relationships – looking for meaningful relationships with

universities around WIL and other endeavours4. expectations – unclear about what universities expect of

employers in relation to WIL5. flexibility – university timeframes don’t always fit well

with employers needs6. 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 market2. resourcing and support for programs3. appropriate pedagogical strategies4. appropriate assessment strategies5. support for learners in new learning contexts6. professional development for staff involved in

designing, managing and supervising programs7. 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)

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.

WIL in ICT: Panel

• Associate Professor Sebastian Ng: Associate Dean (Professional Employment Program)

• Kon Mousakis: Director, Industry Liaison and Development (Bachelor of Information Technology - Scholarship Program)

• John McPhee: Manager, Cooperative Education (Industry-Based Learning)

Panel discussion themes

• What are the issues and challenges with WIL for ICT?

• What curriculum changes would bring in and retain more students?

• What impediments are there to improving the curriculum?

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