Craig Cameron

Where there is a WIL there is a way

While work‐integrated learning (WIL) is seen as a way to address the call for improved ‘employment readiness’ and generic skills of graduates, it has been stated that WIL programs need to be ‘well managed and structured’ and ‘well integrated’. To provide such structure and integration a Professional Development (PD) Program was developed to assist students who would undertake a WIL internship as part of their business degree. This paper details evidence of the impact of the PD Program for first year students compared to those undertaking a conventional orientation process. The preliminary evidence demonstrate that structure and integration of the PD Program has had positive effects in terms of generic skills, satisfaction and self‐efficacy.

Blended Learning: making an impact on assessment and self-reflection in accounting education

Purpose – The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection. Design/methodology/approach – A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool. Findings – The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspe...

University lawyers: a study of legal risk, risk management and role in work integrated learning programmes

Work integrated learning (WIL) is in growing demand by multiple stakeholders within the higher education sector in Australia. There are significant and distinct legal risks to universities associated with WIL programmes. University lawyers, along with WIL administrators and university management, are responsible for managing legal risk. This quantitative study of 41 Australian university lawyers offers awareness and insight into their role, the legal risks and their risk management practices with respect to WIL programmes. The results furnish university management, WIL administrators and university lawyers in all jurisdictions with a series of issues related to risk management that warrant further consideration. In particular the authors suggest that the appointment of a dedicated WIL lawyer, a clear delineation of risk management responsibilities through university policy and education and greater collaboration between university lawyers and WIL administrators has the potential to improve institutional risk management in the specific context of WIL programmes.

Electronic porn in the workplace: a policy examination

Pornography in the workplace raises issues concerning technology, law and policy. Technology has facilitated the infiltration of pornography into the workplace, policy is a tool used by employers to regulate its infiltration and the employee has a legal right to a safe workplace free of sexual harassment and discrimination. This article draws on unfair dismissal law in Australia to examine policies prohibiting electronic pornography in the workplace. A study of unfair dismissal cases reveals the dynamics of workplace pornography, the rationale for regulating pornography and the mistakes made by Australian employers when formulating and enforcing their policies. The article makes a series of recommendations which employers in any jurisdiction can use to strengthen their policies and minimise litigation risk.

Corporate Villains: Taking the Bore out of Law

Purpose - The purpose of this paper is to describe the implementation of a storytelling teaching method in a company law course for accounting students and to evaluate its influence on engagement and effective learning. Design/methodology/approach - The learning activity, known as “corporate villains”, is based on theories of storytelling and engagement. Selected qualitative and quantitative data from university course and teaching evaluation surveys were used to assess the achievement of objectives and identify learning outcomes. Findings - The corporate villains learning activity engaged students at the beginning of the lecture and influenced student learning by demonstrating the relevance, or “real life” application, of company law to accounting students. Corporate villains also stimulated curiosity in learning more about the law which is characteristic of students pursuing a deep approach to learning. Originality/value - The study extends the research on storytelling in accounting and legal education and supports empirical evidence as to the positive impact of storytelling on student engagement in learning. In particular, the study reveals the potential for corporate villains to address various academic and student concerns about company law by humanising the law and enabling students to connect the legal concepts to the story and to the curriculum.

The program risks of work-integrated learning: a study of Australian university lawyers

ABSTRACT Work-integrated learning (WIL) is a risky business in higher education. The strategic opportunities that WIL presents for universities cannot be achieved without taking on unavoidable legal risks. University lawyers are involved with managing the legal risks as part of their internal delivery of legal services to universities. It is important to identify the risks that potentially arise, so these can then be managed. A case study involving Australian university lawyers reveals the ‘program risks’ of WIL. Program risk is a type of legal risk that relates to the conduct of universities, host organisations and students before, during and after a WIL placement, as well as the personal characteristics of students that can expose the university to legal risk. The research findings may be applied by university lawyers, academic disciplines and university management to evaluate and improve risk management in WIL programs.

Peer Review of Teaching Law to Business Students in Traditional and Flipped Lecture Environments

Legal education presents a formidable challenge for both business students and their teachers. Unlike their law colleagues, the business student generally has no intention of studying the law. In fact the student may only study one introductory law course within their entire business program of study. The law represents a new language that the student must somehow grasp in the space of one semester, not within the duration of a multi-year law program of study.