In this issue
The ACEN Board has submitted a response to the Draft National Strategy for International Education. As has been clear for some time, strategies to enable international students enhanced access to WIL is urgently needed. The ACEN Board is pleased that the Federal government is stressing the importance of WIL in the International student experience.
ACEN members can read the ACEN Board response here. I would like to thank ACEN members for their input into the ACEN response.
On June 2nd a workshop around the National WIL strategy will draw together representatives from around 50 organisations. The aim of the workshop is to draw on expertise across the nation to review the approaches, prioritise the actions and build engagement and support of the strategy.
ACEN Board members are well represented at the workshop. Outcomes of the workshop will be reported in future newsletters.
Judie Kay, President
ACT/NSW Chapter Forum • Monday 15 June, 9.30am-4.30pm • The University of Sydney.
National Strategy update
- Risk Management plans & Third Party Providers
- Professor Philippa Pattison, Deputy Vice-Chancellor (Education), University of Sydney
- Allan Groth, Policy Director, Workforce Development with Universities Australia
- Jacqueline Mackaway, PhD candidate, Macquarie University
- Matthew Campbell, Queensland Institute of Business Technology
- Alana Christoff, Acting International Mobility Manager, University of Western Sydney.
Tuesday 23rd June • 9:30am to 1:30pm • Flinders University
Keynote: Dr Karsten E. Zegwaard, Director of Cooperative Education at the University of Waikato, New Zealand. Karsten is Editor-in-Chief for the Asia-Pacific Journal of Cooperative Education and co-editor of the award winning International Handbook for Cooperative and Work-Integrated Education.
Through a combination of presentations and discussion groups, and drawing on the key objectives of the National WIL Strategy, participants will share innovative practice in WIL, and identify practical strategies to develop new, and review existing partnerships, to support students in graduating with a more informed sense of their professional identity.
4. Webinar: 'Global mobility in health disciplines: Best practice approaches for international fieldwork placements'
Based on findings from the OLT funded project 'Establishing Good Practice Guidelines for International Work-Integrated-Learning(WIL) in Health Sciences'
Friday 26 June 2015 • 9:00AM (WA)/10:30AM (SA/NT)/11:00AM (AEST)
Featuring presentations on:
- Best practice guide for preparation, supervision and assessments for Health Sciences international fieldwork placements.
- Findings of a research project identifying key components of an
international and interprofessional fieldwork placement that facilitated the development of desirable graduate attributes.
Webinar access: http://tinyurl.com/pmj5cvs
Occasional Paper Series from the Office of the Chief Scientist
This paper draws on work commissioned by Deloitte Access Economics which surveys employer attitudes to STEM qualified employees. It investigates the attributes employers need from STEM graduates; whether employers are able to recruit workers with the STEM skills they require; and the extent to which employers are engaged and satisfied with education providers to train work-ready STEM students.
Some of the key findings are:
- 384 of 466 employers agreed that people with STEM qualifications are valuable to the workplace, even when their major field of study is not a prerequisite for their role.
- STEM employees were nominated as being among the most innovative by 345 of 486 employers.
- Employers experienced difficulty in hiring. Of 356 employers, 144 reported difficulty filling STEM technician and trades worker roles and 135 of 429 had difficulty recruiting STEM graduates
- Many employers are not satisfied with their engagement with post-secondary education institutions.
Research Symposium at University of Western Sydney and Pre-conference workshops at Macquarie University (concurrent)
Wednesday, September 28, 2016
Conference at Macquarie University
Thursday, September 29, 2016 and Friday, September 30, 2016
Winners of the 2015 ACEN Scholarship will be notified on 1st June.
Twenty three applicants were shortlisted from the 514 applications received. The shortlisted applicants were invited to submit a 1000 word account highlighting how the WIL placement will support and enhance the development of employability and personal skills. A copy of their most recent academic transcript and a written statement from an institutional representative was also required. The panel is in the final stages of the selection process.
This year ACEN is offered funding for research grants to:
- build the capacity of ACEN members to undertake research into WIL
- promote and support scholarship in WIL
- develop effective mechanisms for identifying, developing, disseminating and embedding research-based practice in WIL programs
- leverage opportunities for collaboration in WIL research.
All applicants will be advised and the successful outcomes announced via our newsletter.
This is the first Australian project to investigate gender inclusivity of engineering students’ workplace experiences.
The combined Vic/Tas ACEN and HERDSA session was enthusiastically received by 30 face-to-face attendees and 12 who joined via video conference at Deakin Prime in Melbourne on May 15th. The sharing of innovative WIL approaches and the accompanying networking invigorated the participants not only in regards to their own practice but also for prospects for collaborative research.
Guest speakers included Karen Le Rossignol, from the School of Communication and Creative Arts at Deakin University, Sally Parrot, Program Manager for Advertising and Public Relations in the School of Vocational Business Education at RMIT and Viet Le, Convenor for Industry Consulting Project (Capstone 2) in the Faculty of Business and Law at Swinburne.
ACEN WA, in partnership with the OLT project Building institutional capacity to enhance access, participation and progression in WIL hosted an international webinar held on 29th April. The webinar titled Building institutional capacity for student diversity attracted 94 registrations. Attendees included representatives from 30 Australian universities, one international institutions, two Australian private providers, and one international private provider. Theresa Winchester-Seeto presented the recently developed Inclusive WIL Principles and Guidelines and discussed the development of the Principles and Guidelines and the extensive consultation undertaken.
The Principles and Guidelines are available from the project website.
Leoni Russell, Senior Advisor Learning and Teaching from RMIT and Judith Smith, Associate Director, Real World Learning from Queensland University of Technology provided engaging and thought-provoking key note presentations. Leoni focused on the challenges and highlights of promoting and building institutional infrastructure to actualize an approach to WIL that is inclusive to all students. Judith's presentation covered the way in which a range of inclusive strategies and resources have been developed and implemented at institutional level to support students' access and participation in WIL.
Feedback from participants of the webinar was very positive with all agreeing that discussion on institutional approaches was very useful and relevant for all institutions. Several attendees commented on the convenience of the webinar as forums for discussion and collaboration as they are inexpensive and time-efficient.
The University of Notre Dame Australia, School of Physiotherapy, Clinical Education Team hosted two WA Clinical Training Network funded Clinical Supervisor Training for Health Professionals workshops in the Northwest town of Broome on 7th and 8th May. These inter-professional workshops, the final in a series conducted by the school under the National Clinical Skills Initiative, were available to clinicians from all health professions who supervise students or junior staff. The aim of the Initiative was to increase clinical supervision skills in the health workforce. These interactive workshops encourage participants to reflect on and challenge their beliefs about educational strategies and principles of learning in student supervision. Using practical case studies to generate discussion the fundamentals of creating a safe learning environment for students are explored. The principals and practical strategies of orientation, demonstrations, questioning, feedback and assessment are then further developed to help facilitate management plans for the 'challenging students'. A reflective practice framework developed by the team to facilitate the 'reflective student' is introduced with suggestions on how it can be incorporated into clinical supervision.
The intermediate workshop focusses on 'soft skills' important to supervision including listening, motivation and engagement, feedback, leadership, using emotional intelligence and conflict resolution. Participants are challenged to consider the culture of hosting students in their workplace and if it provides a safe learning environment. Finally the implications and challenges of working with students with mental health issues that impact on performance and engagement are discussed with strategies for management.
12th biennial Australian and New Zealand Association for Leisure Studies (ANZALS) conference December 9-11, 2015 Adelaide, South Australia
The conference will provide a forum for academics, policymakers and practitioners to come together to discuss a variety of global and local issues. The conference will also provide an avenue for the dissemination of research that cuts across a variety of domains including health, the environment, education and disability.
Abstracts are due on June 12