Shaping the WIL Vision Creating and sustaining WIL relationships Fostering WIL engagement Communicating and influencing Driving organisational outcomes WIL Context

The WIL Leadership Framework

Domain: Fostering WIL engagement, expertise and student learning

Domain Fostering WIL engagement, expertise and student learning
Scope
  1. Build WIL pedagogy, curriculum and expertise
  2. Cultivate innovative approaches and quality experiences in WIL
  3. Promote WIL scholarship, research and practice
Leadership Approches that Enable WIL

Universities

  • Build WIL capability and capacity across the institution
  • Provide support to build WIL capability and capacity within WIL partner organisations
  • Reward and recognise innovation, research and scholarship in WIL pedagogy
  • Partner with organisations in the research and evaluation of WIL
  • Facilitate dissemination of WIL outcomes
  • Foster the mentoring of students

Partners and organisations

  • Build WIL capability and capacity across the organisation
  • Collaborate with universities to build WIL expertise
  • Partner with Universities in the research and evaluation of WIL
  • Foster the mentoring of students
Leadership Approches that Enact WIL

Universities

  • Identify and facilitate innovation and good practice
  • Enable WIL professional development
  • Participate in WIL scholarship and research

Partners and organisations

  • Identify and facilitate innovation and good practice
  • Enable WIL professional development
  • Actively engage in WIL scholarship and research
   

Related Vignettes

Work Integrated Learning in the Faculty of Arts
Susanna Chamberlain, Griffith University


The curriculum needed to incorporate practices and approaches that were not always familiar to students being trained in research into such disciplines as history and literary studies. While there was initial student resistance, this has diminished, and more students have realised that the suite enables them "to make a difference". More...

Journalism's changing dynamics
Dr Asha Chand, University of Western Sydney


In this collaborative project, the Blacktown library staff working on the oral histories project identified half a dozen senior citizens from the local area who were willing to share their stories. The journalism students then met with these senior citizens to record their stories (for video and print journalism). More...

Integrating industry experience throughout a construction management program
Mary Hardie, University of Western Sydney


The construction management undergraduate program at UWS is one of the largest in Australia with approximately 1000 students. The construction industry puts great value on a work history of practical site-based experience. UWS students come from very diverse backgrounds and some have already worked in industry before they commenced their study. More...

Engaging the Refugee Community of Greater Western Sydney
Loshini Naidoo, University of Western Sydney


The Refugee Action Support program shows that targeted learning and teaching strategies may be particularly beneficial educationally for refugees, schools and universities and have the potential to help meet both the academic and broader developmental goals of education. More...

Motivating students to excel through WIL in their final year of undergraduate study
Rosemary Nicholson, University of Western Sydney


Students enrolling into the BNatSci Field Project units at the start of their final year of study bring with them vastly differing levels of experience in and understanding of professional practice. This ranges from those with little or no prior industry experience (a clear competitive disadvantage in their subsequent quest for graduate employment) to student trainees in paid employment in local or State government with good access to professional mentoring and networking opportunities. More...

Mathematics, Science and Technology Learning through Community Engagement
Carmel Coady, University of Western Sydney


UWS students were required to work (60 hours at times negotiated between UWS student and teachers) with a teacher or group of teachers in a school making classroom resources. The teachers provided guidance and the materials needed. UWS students also assisted the classroom teacher by helping to manage a small group of targeted students while they completed the classroom activity. More...

The Ultimate Partnership – The indigo Project – An NGO, a high school and a university
Associate Professor Diana Whitton, University of Western Sydney


The purpose of the partnership was to meet the educational needs of the CHHS students through a engaged learning partnership with UWS teacher education students. As a team, the students from CHHS and UWS had the opportunity to make a difference for a community group, with the support of the classroom teachers and a UWS academic, to create solutions to real world problems. More...

Working with Australia/China industry partners to make Chinese learnable
Professor Michael Singh and Dr Jinghe Han, University of Western Sydney


Research students from China who volunteer to participate in the ROSETE Program undertake work integrated learning through structured activities that combine real-world academic work with practical experience of teacher-research. They produce original knowledge about way to make Chinese learnable for largely monolingual English speaking school students, so as to improve the teaching and learning of Chinese in Australian schools while also producing highly skilled language teacher-researchers. More...

Interior Design and Decoration Mentor Program
Associate Professor Suzie Attiwill, RMIT University


The program's annual launch brings together industry professionals, students, invited guests and program teaching staff in a workplace environment, reinforcing the value of the connectivity between education and industry. This is a special night where students meet their mentors and exchange dreams and plans. More...

Multi-disciplinary environmental projects
Associate Professor Barry Meehan, RMIT University


This multi-disciplinary approach overlays exposure to an international context with project development, research and communication skills in a manner akin to working as an environment professional. The project has three main components, including: the selection of students and planning in Melbourne; data collection in Vietnam; and reporting to both the project clients in Vietnam and the participating schools in Melbourne. More...

Bringing in the experts to improve student employability
Dr Sharon La Fontaine, Deakin University


It was recognised that the Professional Practice unit in the School of Life and Environmental Science at Deakin University needed innovation in relation to both the teaching of work-readiness competencies and the academic rigour around the integration of discipline specific (and not generic) practices. The focus is now on team teaching whereby experts 'teach' communication and teamwork competencies from a biomedical and science context. More...

Creating resources for WIL experiences in teaching and learning
Dr Rachael Hains-Wesson, Deakin University


This activity was organised to create an engaging platform for discussion on how to imagine WIL assessment in non-placement courses. More...

Leading innovative teaching – an authentic approach for active learning
Dr Jan West, Deakin University


Leading the transformation of the delivery of science teaching in both online and premium located modes to enrich the student experience requires an integration of the discipline knowledge with the skills necessary to apply this knowledge in authentic areas. More...

 

 

 

 


Last Update: 23 April, 2014
Reference: Page 10