Sonia Ferns

Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities

ABSTRACT This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to employment. The study was undertaken by the four publicly funded Western Australian universities, in partnership with the Chamber of Commerce and Industry of Western Australia, and is focused on work placements among business students. Findings indicate employers had very little understanding of WIL offerings at the four Business Schools. While employers generally believed that student work placements are useful for their industry sectors, a number of issues impacted on their engagement in WIL. These included identifying suitable projects and tasks for students to complete; sourcing suitable students; concerns with student performance and capacity to mentor/supervise. A combination of quantitative and qualitative research tools were used with data gathered by an employer survey (N = 112) and focus group sessions (N = 17). The study recommends a number of ways to alleviate barriers and challenges to improve the WIL experience for all stakeholders and ensure the sustained growth of WIL in the higher education sector.

Work-integrated learning: linking research and teaching for a win-win situation

This paper establishes a framework for linking research and teaching (LRT) by developing industry-oriented student projects based on work-integrated learning theory (WIL). The major components of the WIL experiences and their relationships are identified. The scope of student projects may vary from a minor assignment project to a medium submission, such as a final year or honours project, to a more complex research undertaking, such as a Master or PhD project. A range of practical examples for linking research and teaching and work-integrated learning (LRT-WIL) are described. This study demonstrates that by synthesising work-integrated learning, research and teaching, a win-win situation is created for students, academics and industry partners.

Improving the work-integrated learning experience through a third-party advisory service

Abstract This study trialled a Work-Integrated Learning (WIL) Advisory Service, provided by the Chamber of Commerce and Industry of Western Australia (CCIWA) in collaboration with four WA universities. The service was established to broker relationships between industry and universities, support employers engaged in WIL and enhance the WIL experience for both students and employers. It was implemented over a 10-month period, covering two academic semesters, during 2015. Forty-six student work placements were conducted through the service simultaneously with an extensive promotional campaign to raise awareness of the benefits of WIL among local employers. Data were gathered from participating employers and students to evaluate the service and measure its success. Strategies to improve the service and to better manage issues arising during the WIL process are discussed. The study highlights the potential benefits of associations and third parties in nurturing collaborative partnerships between industry and universities for the purposes of WIL and improving graduate performance.

Work Placement for International Student Programmes (WISP): A Model of Effective Practice

With a marked increase in the number of international students enrolling in university programs across the globe it is important that personal and professional experiences are positive. Of interest is the workplace component of international students’ study programs, as these experiences provide opportunities for students to socialise into new workplaces and cultural contexts. This chapter presents a theoretical model that takes into account the relationship between the concepts of internationalisation, professional socialisation, reflection and cultural development. It explores Knight’s (1999) work on internationalisation; research on personal and professional socialisation; effective reflective practice; and the notion of cultural development (Wells, 2000). We argue that an enhanced ethos approach, together with strong personal and professional student and staff agency and reflective practice, enhances the work placement experience. If all these elements are taken into account and the interrelationship between them is understood, we contend that it is more likely for workplace experiences to be positive and meaningful for all stakeholders.

What does internationalisation or interculturalisation look like in the future in the higher education sector

What is internationalisation? What is interculturalisation? What will these concepts look like in the future? Will they exist or move beyond their current state? Where are universities/higher education institutions headed with their international strategies as they prepare global citizens for the future? How will universities of the future cater for international students? These are the questions considered in this final chapter. This chapter contains reflections from the team members. We begin by defining internationalisation and interculturalisation in relation to employability. This is followed with reflections on the project as it was experienced within the six participating universities. We then bring together the reflections to highlight the key themes, which inform recommendations for practice and future research.

Functional and Cognitive Aspects of Employability: Implications for International Students

This chapter reports from a study that examined the work integrated learning experiences of international students studying occupational therapy. We begin by setting the context with a short discussion of higher education, employability and work integrated learning. We then report on three student cases, discussing the students’ development before, during and after their internships. This leads to discussion of a possible model and recommendations for further research.