Developed by the WACE International Research Group Executive
Value and Duration: $15,000 (USD) over two years (Inaugural grant sponsored by WACE)
A research grant will be awarded to a researcher or a research team for a single research project. The project must be completed within two years of receiving the notification of the award. To encourage completion of the project and dissemination of the results, the grant will be dispersed in two installments – 75% of the grant dispersed immediately and the final 25% will be dispersed when a final report (not the final paper) is submitted to the IRG and a proposal accepted for presentation at a WACE conference or symposium.
Proposal Deadline: November 1, 2014 Decisions announced: February 1, 2015
Purpose of the Award: WACE seeks to promote research activity that will advance and strengthen the understanding of cooperative and work-integrated education (CWIE) in post-secondary/tertiary education across the globe and has, at its core, a focus within one of the identified WACE research themes. (see link)
Focus of the Award: An awarded study may sample from a variety of disciplines, but the study findings must address one of the themes identified by the WACE research committee. The results should have educational implications for CWIE programs across geographic regions and/or more than one institution. Preference will be given to proposals involving two or more collaborators.
Edited by Sonia Ferns (ACEN Board member)
This HERDSA Guide highlights the uniqueness of WIL and the opportunities and challenges it affords. The Guide provides insights into curriculum design, performance-based assessment, academic standards, risk management, institutional leadership, building staff capacity and evaluation strategies for WIL. The Guide offers a range of existing, new and emergent perspectives about WIL in a global context and provides useful information for practitioners and institutional leaders.
ACEN members will be able to purchase the Guide at the HERDSA member price (more details shortly).
Poignant Pedagogies for Discovery – or of Compliance?
The Case of Negotiated, Work-Based Learning in Higher Education
Presented by the Deakin University Centre for Research in Educational Futures and Innovation (CREFI).
Thursday 21 August 2014, 11:00am- 12:30pm, Burwood Campus
Dr Tony Wall from the University of Chester’s Centre for Work Related Studies, UK
Educationally, work-integrated learning can provide a rich and authentic pedagogic space in which to grow personally and professionally, where the learner has the opportunity (and ability) to explore from their own cultural perspective. But this place of discovery can also become a place of compliance; where learners mechanically do what is required of them, without creative engagement, curiosity or connection to their cultural perspective. The question is asked: are we crafting poignant pedagogies for discovery – or of compliance?
ACEN Research Grants announced
The two successful proposals this year are:
Learning and teaching through PACE: Changing roles and environments
Dr. Maria Amigo (Sociology, Macquarie University), Dr. Justine Lloyd (Sociology, Macquarie University)
Brief Overview: WIL projects require radical and far-reaching transformations in routine roles and working environments of academics, students and workplace supervisors. This study seeks to investigate the challenges, opportunities, and practicalities entailed in this dynamic, in order to better understand how to brief and support the three groups of stakeholders involved.
Enhancing Work-Integrated Learning outcomes among international students in Australia
Dr Denise Jackson, Edith Cowan University; Professor Ken Greenwood, Edith Cowan University with industry partners
Brief Overview: This project explores current WIL offerings among WA universities and identifies best practice in the WIL processes for international students. Through canvassing employer, academic and student perspectives, it will identify the challenges and barriers experienced in managing WIL among international students and recommend strategies for enhancing their WIL outcomes.
Enhance access, participation and progression in WIL
‘Building institutional capacity to enhance access, participation and progression in work integrated learning’ is an Office for Learning and Teaching project.
Successful WIL activities offer many benefits to students and can contribute to a sustainable workforce for future economic growth. Yet some students face barriers in gaining access to full engagement with such activities. The aim of this project is to translate inclusive education principles into the WIL context in order to improve student access, participation and progression. The project uses a strategic approach across four levels: principles, policies, guidelines, and processes to support students from diverse backgrounds in the disciplines of built environment, business and health.
The WIL Leadership Framework represents a multi-layered description of the capabilities employed by WIL leaders. These WIL capabilities have been integrated into five WIL leadership domains:
- Shaping the WIL vision
- Creating and sustaining WIL relationships
- Fostering WIL engagement, expertise and student learning
- Communicating and influencing WIL
- Driving organisational and joint industry/university WIL outcomes
The Work Integrated Learning (WIL) Leadership Framework was an Office for Learning and Teaching project, Leading WIL: A distributed approach to enhance Work Integrated Learning.
The goal of the project was to develop:
- a better understanding of the characteristics of WIL and WIL leadership needs in Australia framed within a context of distributed leadership;
- strategies to build the capabilities and capacities that are needed by WIL leaders.
We asked you to tell us what you wanted from ACEN, and you did! Over 200 of you responded to our National Survey, offering your thoughts and feedback on ACEN events, activities and publications. You told us what works well, what needs to be improved and the issues you would like to focus on. You also provided your preferences on the format and frequency of activities, both and National and State level. We listened to your comments, and incorporated your feedback into ACEN’s Strategic Plan for 2014 and beyond.
Read on for a summary of the survey results.
ACEN Student Scholarships
Applications for the scholarships closed on 25 April 2014.
The aim of the 2014 ACEN Student Scholarship is to support students who will undertake a Work Integrated Learning (WIL) activity in a regional or remote area of Australia as part of their undergraduate or postgraduate education.
Wednesday 29 to Friday 31 October 2014 • Crown Conference Centre, Southbank, Melbourne, Victoria
The AAGE Annual Conference is ideal for those involved with graduate recruitment and development, including human resources professionals, university careers advisers, service providers and professional associations with graduate programs. The program contains a variety of keynote presentations, workshops, panels and discussion groups which allow the sharing of knowledge across the 300 or so delegates.
Further information via: www.aageconference.com.au
ACEN signs Statement of Intent with industry groups and Universities Australia
A new agreement between Universities Australia and business groups will improve the work-readiness of university graduates, expand their job opportunities as well as enhance outcomes for employers. The agreement, formally announced during an address by Universities Australia Chair Professor Sandra Harding at the National Press Club in Canberra on February 26, comes as the Federal Government and G 20 Ministers commit to a new target for growing the global economy by an additional two per cent.
Signatories to the agreement are: Universities Australia, Australian Chamber of Commerce and Industry, Business Council of Australia, Australian Industry Group, and the Australian Collaborative Education Network Ltd.
WIL statement of intent (PDF)
Address to the National Press Club, February 26, 2014 by Professor Sandra Harding, Chair, Universities Australia
The Erasmus funded Work Based Learning as an Integrated Curriculum (WBLIC) project is coming to an end there are some outputs which may be of interest:
- An overview of work-based learning in Europe which highlights the need for a common framework to capture the essential characteristics of a range of forms of WBL to inform policy development, implementation and evaluation at the national and European levels
- A number of unique case studies from European partners in seven states describing the curriculum development cycle and reflecting WBLIC specific programmes across a range of disciplines, levels and duration
- An evidence informed Framework for Good Practice designed to articulate a set of indicative principles and practice guidelines to raise awareness of WBL and inform the development of WBLIC in Higher Education
Resources including ‘A Framework for Good Practice’
Pre-Place Preparation Program resource
Pre-Place is an award-winning, multi-disciplinary online program designed to provide workplace intelligence to tertiary students prior to an industry placement. The program, produced by Flinders University, covers university policy requirements and procedures such as work health and safety; problem solving skills and professional attitudes and skills.