2018 ACEN Member Survey responses

2018 ACEN Member Survey responses

Key findings from ACEN Member Survey 2018

Conducted in November/December 2018

There were 204 responses in total, 33% from NSW/ACT, 29% from VIC/TAS, 18% from QLD, 10% from SA/NT, and 8% from WA. Of those responding, 37% were academics, 35% were professional staff, and 27% worked in careers, as a head of unit/discipline or other types of roles. Fifty nine per cent of respondents had more than 5 years’ experience in working with, or learning about, WIL.

Respondents’ key interests spanned, almost equally, the following areas: traditional models of WIL (placements/practicums/internships) (17%), industry/community engagement (16%), collaboration between WIL practitioners/researchers/professionals (15%), careers and employability (15%), networking within and between institutions (13%), non-placement activities (12%), and research opportunities (11%).

Responding members were generally very positive about the activities they had engaged in through ACEN with between 65% and 80% finding the following either very beneficial or beneficial: biennial conference, state-level events, national webinars, website resources (including case studies), monthly newsletter and networking.

At the state-level, responding members were most keen to participate in workshops, followed by presentations, research forums/symposiums and expert panels. Almost all respondents indicated that they would like to attend between 1 and 4 events each year. Responses did not vary significantly by State.

Members generally found the newsletter useful with suggestions for improvement largely focused on formatting and presentation.

Regarding advocacy, some suggested ACEN should be actively engaging more with senior leadership at universities, certain government departments and industry. Also, some felt ACEN could be more focused on demonstrating the success of WIL in ways the government understands and values (including gathering data from members to lobby change). The development of national standards, more promotion of WIL in the media, greater connection with peak and other relevant bodies and high schools were also raised.

Broader suggestions for improvement included greater industry involvement at events, a review of individual membership costs, facilitating more face-to-face, online and regional, state-based activities which people from different states (where possible) can access and more professional development opportunities for professional staff.

Finally, some suggested broadening membership to those working in schools and the vocational education sector and there was interest in a national, online community space for sharing good practice and research purposes.

Internships on the Fringe

Professor Jennie Shaw, Executive Dean, Faculty of Arts, University of Adelaide (left) and students.

The University of Adelaide has a major sponsorship agreement with Adelaide Festival that connects creative arts students with some of the world’s most renowned performances.

The two-year agreement builds on historic connections between the University and the Adelaide Festival.

The Executive Dean of the University’s Faculty of Arts, Professor Jennie Shaw, says the partnership will benefit undergraduate students studying Creative Arts and other students in the Faculty, by offering them a variety of internships during the Festival.

“The University has a long history of training the next generation of creative arts professionals,” says Professor Shaw.

“Internships during the Festival will partner students with specific productions giving them an immersive experience of how the arts world works behind-the-scenes.

“First-hand experience of working with the arts industry to deliver world-class productions is of immense value to students.

“A university course will teach students about the theory behind the performing arts, but the value that exposure to the hands-on world of delivering productions and performances, is beyond measure,” she says.

Festival of Arts and Fringe

The Adelaide Festival of Arts and the Adelaide Fringe are annual open-access arts festivals run over four weeks in Adelaide during February and March. Together they combine to make one of the largest, most popular and diverse arts Festivals in Australia. Thousands of artists from around Australia and across the globe participate alongside home-grown talent, in art forms spanning cabaret, comedy, circus & physical theatre, dance, film, theatre, music, visual art and design.

Students from the University of Adelaide are able to find placements and internships across all departments at the Adelaide Festival and the Adelaide Fringe assisting in the day to day management of administration, media, marketing, creative and visual arts, music and the technical aspects of producing the events and shows associated with the Festivals, as well as having the opportunity to work in various departments on specific projects and tasks.

Students who undertake such placements and internships are able to have this unique experience count as an elective course in their degree by enrolling in the appropriate Festival of Arts Internship course, which runs over the summer.

There’s a specific course which connects students to the Adelaide Festival of Arts.

CRARTS 2002 – Creativity and the Adelaide Festival of Arts

This course is run in partnership with the Adelaide Festival of Arts, which will provide students with discounted tickets to selected productions, including Indigenous, theatrical and musical performances and visual art exhibitions, and students will also attend sessions at Adelaide Writers’ Week. Depending on availability, they may also attend special events such as dress rehearsals and Festival Forums. Students will research the origins of a selected work, touching on its relation to conventions of genre, its performance history, the creative decisions that underpin its current iteration, collaborative inputs, and so forth. Students will also be asked to respond to the artwork in their chosen creative form. With input from Festival staff, we will go on to consider the role of the Festival itself, developing an understanding of the curatorial and commissioning roles of festivals in the broader arts ecology, and the current funding landscape of the arts in Australia.

ASIC register update

ACEN Board members, please update your details.

This information is solely for the use of ASIC (Australian Securities and Investments Commission) – our registering body.

How do you maximise millennial students’ learning through fieldwork?

How do you maximise millennial students’ learning through fieldwork?

A recent project completed at Curtin University has created guidelines to support millennial students whilst on fieldwork.

Millennials (those born between 1981-2000) are often ascribed stereotypical characteristics, for example, they are seen as digital natives, multitaskers, team orientated and overly confident. Teaching staff often report struggling with millennials and their predisposition for being constantly on their smart phones. The guidelines, developed through a review of the relevant literature and focus groups with students and teaching staff, target fostering a shared responsibility for fieldwork learning and developing a better understanding between staff and millennial students.

Both the project and the guidelines adopted a partnership approach with several students acting as co-creators. As part of the guidelines, there are templates to create checklists, learning contracts, and define fieldwork learning and feedback expectations. Although the guide explores allied health students and the staff who educate them during fieldwork (clinical educators) the information has broad application to those working with millennial learners.

Full report

2018 ACEN Research Grants open

2018 ACEN Research Grants open

In 2018 ACEN is offering funding for three Work Integrated Learning (WIL) research grants valued at a maximum of $10,000 each. ACEN aims to foster research and scholarship initiatives in Work Integrated Learning (WIL) by endorsing research proposals and identifying and advancing WIL research in priority areas.

The priority areas for the 2018 grant scheme are:

  • Innovative and sustainable WIL models
  • WIL assessment and feedback informing learning
  • Optimizing WIL for International students
  • Technology enabling global WIL
  • Evaluation and/or data analytics informing quality of WIL
  • Quality supervision and mentoring

Applications are due Wednesday May 2 2018.

Full details of the ACEN Research Grant scheme 2018