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Challenges implementing WIL in human resource management

(Paper) Stream: Pushing the boundaries: Contemporary issues in WIL.

Laura Rook, CDU Business School, Charles Darwin University

The examination of Work Integrated Learning (WIL) programs in the undergraduate Human Resource Management (HRM) curriculum is an area underrepresented in the Australian literature. This paper identifies the challenges faced in implementing WIL into the HRM undergraduate curriculum. Semi-structured interviews were conducted with a range of stakeholders. The results show that a lack of resources, a clash of agendas, legal and ethical issues, expectations, the HRM profession and academic perspectives of WIL are impacting on how WIL programs in HRM are being developed. Recommendations are made for the future development of WIL in HRM.

Enhancing graduate employability and the need for university-enterprise collaboration

(Paper) Stream: Employability and WIL 2020.

Thi Tuyet Tran, Institute for Employment Research, Germany

Over the last few decades there was a strong debate over the central mission of higher education; and the resistance to the employability agenda seemed to be strong. However, with the changing context of both higher education and the labour market, together with the neoliberal pressure, enhancing graduate employability has become one of the central focuses in many universities worldwide. This article will review the relevant literature to somehow resonate the reason why graduate employability has been popularly presented in many university practices. It will also look closely at the notion of graduate employability and argue that without the input from and collaboration of the industry, university is itself hardly able to strengthen their vocational mission of equipping their students for the labour market.

Fitting together the pieces: Using the jigsaw classroom to facilitate paramedic WIL

(Paper) Stream: Pushing the boundaries: Contemporary issues in WIL.

Paul Simpson, Liz Thyer School of Science and Health, Western Sydney University

Clinical health disciplines require students to undertake work integrated learning placements to develop skills and knowledge that cannot be adequately experienced in a classroom or simulated environment. With an increasing number of disciplines moving from vocational to higher education over the years the clinical placement arena has become more crowded requiring innovation to provide students with cohesive, worthwhile learning experiences. Western Sydney University paramedicine program adapted the jigsaw pedagogy to overcome this issue. Students each undertake an equivalent, yet different clinical placement in one of three health settings and then return to teach their peers and vicariously learn of their experiences. In developing this, the program has provided students with diverse and valuable placements, modelled the inherent nature of interprofessionalism through the collaborative learning and overcome the placement shortage affecting so many disciplines.

IPE and WIL join forces: A dental technology curriculum that promotes employability

(Paper) Stream: Employability and WIL 2020

Jane L Evans, Menzies Health Institute Queensland, Griffith University; Andrew Cameron, School of Dentistry and Oral Health, Griffith University; Nicolette Lee, Learning and Teaching, Victoria University; Frank Alifui-Segbaya,School of Dentistry and Oral Health, Griffith University; Amanda Henderson,Griffith Health, Griffith University; Newell W Johnson,School of Dentistry and Oral Health, Griffith University;

Traditional notions of learning for higher order thinking and citizenship now compete with employability and vocational outcomes, contemporary relevance and student satisfaction. Curriculum is expected to engage students in activities in which they develop and integrate the skills and capabilities with which to meet the needs of an evolving professional landscape. Griffith University in Queensland, Australia, has taken a novel approach to achieving this by using interprofessional education (IPE) and work integrated learning (WIL) with undergraduate DTs. Student learning and capacity is scaffolded over three years, culminating in a 'capstone' course that integrates academic and practical knowledge in an academic-guided interprofessional work context. While capstones are a common feature of many higher education programs, little literature is available that describes the ways in which IPE and WIL programs of this kind support student learning. The aim of this study was therefore to document and evaluate the influence of IPE and WIL in the dental technology program. The authentic WIL experience was shown to increase the number of prosthdontic and orthodontic services completed by students, improve confidence in work readiness, and increase awareness of professional contributions.

Employability: Not just a buzzword

(Paper) Stream: Employability and WIL 2020.

Lynlea Small and Kate Shacklock Department of Employment Relations and Human Resources, Griffith University

In an era of rapid expansion of higher education, qualifications no longer guarantee employment. It is important to understand what employers look for when recruiting graduates. This study aimed to examine workplace supervisor satisfaction with their student intern's work performances during an internship program undertaken with a Business School in a large regional Australian university. The research was undertaken across three consecutive semesters between July 2013 and November 2014. Student interns were final year business students, both undergraduate and postgraduate, who had achieved a grade point average of minimum 5.5 on a 7-point scale. Qualitative data from a workplace supervisor post-internship survey were analysed using thematic analysis. The findings signalled the importance of the workplace supervisor to student employability and what skills, abilities and attributes are necessary for graduates to succeed. New knowledge gained may increase graduate employment rates and career success.

Quality WIL + CDL = Employability

(Paper) Stream: Employability and WIL 2020.

Gregory Reddan, School of Allied Health Sciences, Griffith University; Maja Rauchle, Careers and Employment, Griffith University

This paper presents a pilot study of students' perceptions of the benefits to employability of a suite of courses that marry work integrated learning, with career development learning as an enhancement strategy. Field Project A and Field Project B are elective courses in the Bachelor of Exercise Science at Griffith University. These courses engage students in active and personalised learning experiences that have been designed utilising the principles of the SOAR model (Self-awareness, Opportunity awareness, Aspirations, Results). Four students who completed both courses participated in semi-structured interviews. Student responses were examined using thematic analysis. Results indicated employability was enhanced as students developed realistic aspirations based on sound information and WIL experiences which could help achieve their personal career goals as they transitioned into the workforce. The courses provide a practical model for university academics and career development practitioners to work collaboratively.

Matching and mismatch: Understanding employer expectations of work placement applicants

(Paper) Stream: Strengthening connections: Students, higher education, industry and community.

Colin Smith and Sally Smith, Edinburgh Napier University

The success and sustainability of work integrated learning (WIL) is an abiding concern for universities, as institutions seek to mainstream WIL within academic programmes. A supply of placement opportunities, and students successfully being appointed to opportunities, is fundamental to sustainability. This paper focuses on employer perspectives on WIL, looking beyond often-reported challenges of supply and demand to examine decision-making processes around placement. Data collection is undertaken via unique access to a region-wide placement project, e-Placement Scotland, which promotes paid, quality placement opportunities to computing students throughout Scotland. Analysis of operational data from the project shows patterns of student applications and appointments. Thematic analysis of semi-structured interviews with six employers in small and medium sized enterprises is used to explore their perspectives and identify the issues that affect their decision making when offering placement roles, and appointing students to those roles. Findings are reported under six key themes; 'improvisation', 'business positioning', 'skills focus', 'initiative and self-management', 'company focus', and 'making the appointment'. The findings can be used to strengthen university-employer connections through providing insights into employer priorities, and how their particular contexts affect priorities, particularly with regard to small and medium sized employers.

Senior managers' and recent graduates' perceptions of employability skills for health services management

(Paper) Stream: Employability and WIL 2020.

Diana Messum, Lesley Wilkes and Kath Peters, Western Sydney University; Debra Jackson, Oxford Brookes University

If work integrated learning (WIL) is intended by universities to meet the demand for work-ready graduates, identification of skill requirements is a necessary first step. Health services management specific employability skills (ES) perceived to be important by managers and recent graduates working in the field, and their perceptions of skills they need to improve, are not readily available in the literature. This research acknowledges the context-specific nature of ES. Senior managers and recent graduates working in health services management were identified from a placement data base used at a NSW university. Comparison of ratings for importance and skills observed is reported for 44 ES items. There was strong agreement between the two groups on important ES, and the top seven items on which they agreed were all generic in nature. Skill gaps were also revealed, many of which recent graduates did not appear to recognise. Recent graduates and their managers can provide valuable feedback to universities about ES required for health services management positions. Agreement of the two stakeholder groups lends weight to the findings. Closer engagement of universities and employers in designing curriculum and in particular WIL could enrich work readiness of the graduates.

Scaffolding employability throughout undergraduate degrees: A case study in criminology

(Paper) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Lyndel Bates, School of Criminology and Criminal Justice and Griffith Criminology Institute, Griffith University; Stacey Walker and Kate Marchesi, School of Criminology and Criminal Justice, Griffith University; Hennessey Hayes, School of Criminology and Criminal Justice and Griffith Criminology Institute, Griffith University

The employability of students is increasingly seen as an important outcome for universities. While a field placement experience is one method of developing employability, the School of Criminology and Criminal Justice at Griffith University uses a range of approaches to embed employability throughout its degree programs. The School follows a student lifecycle approach using the Employability Framework. Thus activities occur as students transition into university, transition through their degree and then transition out. Activities also involve alumni within the transition up and back stage. This paper provides a case study for how employability is scaffolded throughout a university degree program. The case study demonstrates how students can begin to develop their understanding and skills in the area of employability prior to commencing their study and then progressively throughout and after their degree program.

WIL 2020: A framework for cultural competency in the workplace

(Paper) Stream: Employability and WIL 2020.

Sue Bandaranaike, James Cook University and John Willison, The University of Adelaide

Addressing cultural boundaries in the workforce is a new challenge for WIL 2020. Demographic and generational change, varying technological, socio-economic, political/religious beliefs impacting on individuals and society have prompted discrete, incremental change in the acceptance of cultural diversity. The objective of this research is to use the cultural intelligence construct to achieve greater intelligibility, relevance and focus on cultural diversity in the workplace by introducing a constructivist framework to understand and address cultural diversity in the workplace. The Cross Cultural Competency (CCC) framework is based on the concept of cultural intelligence introduced by Earley & Ang (2003) together with a new cultural intelligence construct introduced in this paper, Affective Intelligence, which collectively set the boundaries for recognising and addressing cross-cultural competency in the workplace. Primarily aimed at WIL students, the framework has the potential to be used by employers to influence culturally-inclusive professional work skills within their organisations and promote professional success. The CCC framework is presented for critique and to initiate research on its efficacy in WIL contexts. Pending positive findings, the implications of the framework are far-reaching in that it pre-empts issues of escalating cultural disharmony, conflict and international instability of the future and workplace repercussions. It is an innovative WIL framework addressing cultural diversity and contributes to pedagogical change in WIL teaching and learning in the changing face of employment.

Practical typology of WIL learning activities and assessments

(Paper) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Friederika Kaider, Deakin Learning Futures/Faculty of Arts and Education, Deakin University; Rachael Hains-Wesson, Student Advancement, Swinburne University of Technology; Karen Young, Faculty of Science, Engineering and Built Environment, Deakin University.

Increased graduate employment is an aspiration of Australian universities for their graduates. Universities are adopting a number of strategies to increase the employability skills of students including the placement of students in host organisations to enable them to apply and practise their disciplinary learning in workplace contexts as part of study programs. Currently this opportunity is not available to all students but what is available are opportunities to develop graduate capabilities such as communication, teamwork and problem solving, much sought after by employers, which are embedded in their courses to complement disciplinary knowledge and skills. More recently, further non-placement Work Integrated Learning (WIL) activities are being adopted to expand the employability development opportunities for students such as applied and work-related learning activities and assessments which authentically emulate workplace practice and/or enable students to interact directly with workplace personnel. A study at an Australian university investigated 1,500 assessments from 40 courses across four Faculties in order to determine the nature and extent to which authentic work-related assessments were embedded in courses. This paper presents the development of an authentic assessment framework and typology that was employed to conduct the action-in-research investigation.

'Global work ready': Enhancing employability through resourced international internships

(Paper) Stream: Employability and WIL 2020.

Alexandra Wake, Marianne Sison and Rilke Muir, School of Media and Communication, RMIT University

Australian academics in communication fields such as journalism and professional communication have needed little encouragement to develop international experiences for their students. New funding opportunities for undergraduate students through the Australian Government's New Colombo Plan (NCP) have enabled universities to make student mobility a priority, encouraging more academics to broaden student experiences in global, not just domestic, workplaces. To meet this objective, universities are increasingly adopting initiatives grouped under Work Integrated Learning (WIL), where academic learning is embedded in projects and placements with appropriate industries internationally. This paper outlines why one Australian university, whose communication students generally have an opportunity to participate in an international internship of three to six weeks, is creating 'Global Work Ready' resources. The Global Work Ready project is focussed on creating resources to enable a greater pool of students to be prepared for communication industry internships in Asia. Designed to improve preparation and outcomes for students, the learning resources will be created for students before, during and after an international communication internship. We argue that these resources are required so students can: be taught how to self-assess if they are global-work-ready; utilise culture-specific resources to prepare them for international internships, particularly in Asia; and improve knowledge transfer between interns of the past, present and future to enhance their employability.

Learning and teaching through PACE: Changing roles and environments

(Paper) Stream: Pushing the boundaries: Contemporary issues in WIL.

Maria Amigo, Justine Lloyd and Carina Hart, Department of Sociology, Macquarie University

This paper reports on a study which explored the implications of new roles generated within WIL-activities through the interrelationships and interconnections of university teachers with other stakeholders. We identify important elements of the context within which participants perform unfamiliar roles and experience within the hitherto unknown environments of WIL. The concept of liminality, or "in-between-ness" is used to explore the processes of role transition in WIL. Students, when undertaking a placement, for example, are neither fully 'professional' nor fully 'student-like'. And similarly university teachers and supervisors at external organisations play out a set of alternate identities that differ from their official job descriptions. None of the cohorts are either fully supported in or securely ascribed these roles, and the unsettled nature of this situation for all is argued to be both a key benefit and challenge of WIL. We conclude with some recommendations for improvement in supporting all stakeholders to maximise the potential benefits of undertaking new and unfamiliar roles

Experiencing India: Choice, communication and individual change

(Paper) Stream: Pushing the boundaries: Contemporary issues in WIL.

Marion Cornish, School of Business, Western Sydney University; Siobhan Markus, Student Representation and Participation, Western Sydney University; Freny Tayebjee, Western Sydney University

Western Sydney University had ten years' experience of sending students on international internships prior to the introduction of the New Colombo Plan (NCP) by the Australian Government. WSU also has as a graduate attribute an ability to apply their knowledge to diverse contexts. This paper identifies issues emerging from this level of experience in the international internship space. The shift from an individual and independent international experience to a broader program offered to students, has seen increased communication and group problems emerge. This is despite a rigorous recruitment and selection process used to ensure the suitability of students travelling to countries such as India and Vietnam. Gibson's (2004) situated learning framework is utilised to analyse the recruitment and selection process. A greater emphasis on understanding the comparison of the pre-departure context of the student to the re-entry context of the student allows understanding of future adjustments to improve the overall mobility experience. The major recommendation is significant support for student adjustments pre-departure, in the early stages of the internship experience, and following their return to Australia.

Developing students' employability and work readiness within tourism and hotel management

(Paper) Stream: Employability and WIL 2020.

Barry Fraser, Department of Tourism, Sport and Hotel Management; Griffith University; Gregory Reddan School of Allied Health Sciences, Griffith University

Today's business environments are continually changing, and as organisations change, so do the requirements of their workforce. Evolving workforces represent a challenge for universities to ensure students' learning outcomes remain relevant. A further concern for universities and students is the increasing competition for graduate positions. These factors are placing additional pressure on universities to deliver work-ready graduates with the necessary capabilities to meet current industry demands. The course Career Development is a recently established course that aims to support students' professional and career development and facilitate a successful transition from university to work. An evaluation of this course was undertaken to determine its effectiveness in developing students' employability and to also assess the contribution of three different experiential learning opportunities offered within the course.

Assessment of student learning in WIL: Workload implications for university staff

(Paper) Stream: Pushing the boundaries: Contemporary issues in WIL.

Anna Rowe, Professional and Community Engagement, Macquarie University; Ayse Bilgin, Department of Statistics, Macquarie University; Lindie Clark, Professional and Community Engagement, Macquarie University; Sarita Bista, Professional and Community Engagement, Macquarie University

Assessment of student learning has been identified as one of the biggest challenges facing WIL practitioners. Assessment of WIL differs to assessment in other university classroom-based courses because of the involvement of an external partner as well as the complexities of assessing learning in WIL, which is often more holistic in nature. This paper investigates workload implications of WIL assessment for staff at an Australian University, with findings sourced from a broader study examining the amount of time and types of tasks involved in the teaching, administration and support of WIL courses. Over two years 34 courses were surveyed and 18 staff participated in individual interviews. Analysis of survey data reveals assessment of student learning is the largest single contributor to staff workload in WIL courses, with qualitative data providing some insight into the reasons for this. This paper reports preliminary findings from the study, noting implications for policy and practice, as well as future research.

Win / Win! Embedded work integrated learning in action

(Paper) Stream: Strengthening connections: Students, higher education, industry and community.

Ben Piggott, Sian Chapman, Maria Doolan and Paul Rycroft, University of Notre Dame

Work Integrated Learning (WIL) is widely accepted as an effective pedagogical strategy and a quality learning experience which enhances students' employability. Embedded Work Integrated Learning (EWIL) is one specific model of this teaching and learning strategy which adheres to quality WIL benchmarks and is effective in fulfilling specified learning outcomes. This paper outlines the curriculum design of a specific EWIL program currently implemented in a teacher education degree and uses industry partners' responses as evidence of successful attainment of EWIL learning outcomes. Industry partners were interviewed in a semi-structured format responding to questions on the effectiveness of the EWIL program. Results demonstrate that this EWIL enhances students' employability, industry partners are better resourced to provide improved delivery of organisational objectives and the university also benefits by fulfilling the obligation to produce work-ready graduate teachers. This 'win / win' scenario secures the EWIL program's inclusion in this HPE teaching degree.

Responding to industry needs for proactive engagement in work integrated learning (WIL): Partnerships for the future

(Paper) Stream: Strengthening connections: Students, higher education, industry and community.

Sonia Ferns, Curtin Learning and Teaching, Curtin University; Leoni Russell, Office of Dean Learning and Teaching, RMIT; Judie Kay, Careers and Employability, RMIT; Judith Smith, Learning and Teaching Unit, Queensland University of Technology

With increasing global competitiveness and the need for innovative and entrepreneurial employees, industry are seeking graduates with the skills to meet the demands of an uncertain workplace. Work Integrated Learning (WIL), where skill development is scaffolded across the curriculum, is essential to ensure students are work-ready and prepared for the transition from study to work. Robust partnerships with industry are fundamental to enacting a WIL curriculum as they provide the real world perspective. While industry partners are keen to engage with universities to support authentic learning for students, recent reports highlight the need for industry-focussed resources to facilitate optimal outcomes. This research, funded by The Office of Learning and Teaching (OLT), aimed to determine the topics, format and mode of resources that industry perceived as most useful. The project used a mixed methods approach to ascertain strategies and resources required by industry to support their engagement in WIL. A combination of roundtable discussions, workshops and a survey were deployed to gather data and validate research findings. Outcomes confirmed the topics mode and type of resources industry are seeking. The research will inform national initiatives aimed to enhance the capacity of industry partners to participate in WIL activities.

Distributed Leadership: Empowering Stakeholders

(Paper) Stream: Pushing the boundaries: Contemporary issues in WIL.

Carol-Joy Patrick, Griffith University; Wayne Fallon, University of Western Sydney; Malcolm Campbell, Deakin University; Freny Tayebjee, Western Sydney University; Judie Kay, RMIT University; Leoni Russell, RMIT University; Justine Lawson, Central Queensland University; Ian Devenish, Central Queensland University; Fleur Webb, Griffith University; Patricia Cretchley.

Work Integrated Learning (WIL) is a complex and varied experience utilised by educational institutions to provide deep and relevant learning for students (Patrick, Peach, Pocknee, Webb, Fletcher and Pretto 2009). It requires collaboration and partnership between universities and employers and offers students real-world learning opportunities (Peach, Cates, Baden –Wuerttemberg, Jones, and Lechleiter 2011). As WIL becomes ubiquitous throughout higher education institutions and with increased focus nationally on WIL, leading to the development of the National WIL Strategy (ACEN, 2015), the need for effective and embedded leadership becomes more apparent and important (Cooper, Orrell and Bowden, 2010). Based on research conducted as a part of the 'Leading WIL: A distributed leadership approach to enhance work integrated learning' project, Distributed Leadership is offered as one effective method for addressing this issue. This paper examines the capacities and competencies required of WIL staff in higher education institutions if students are to obtain full benefit from WIL experiences, and especially reviewing the requirements of WIL staff for professional recognition and development to ensure on-going development of WIL as a pedagogy, and ensuring optimum student outcomes. The paper will explore the findings of the Office for Learning and Teaching (OLT) project (Leading WIL: A distributed leadership approach to enhance work integrated learning) which include; the current state of leadership in WIL, the challenges faced by leaders in WIL, the capabilities and resources required to lead WIL and the needs of partner organisations to support effective WIL activity.


Wellness for health students during WIL


Liz Thyer and Paul Simpson, School of Science and Health, Western Sydney University

The conveners established a new paramedic degree program at Western Sydney University in 2014 and endeavoured to provide a course with diverse clinical placement experiences including Australian and international ambulance services, mental health services, disability services, medical clinics and sporting and music events. Their experience in learning design, peer support and paramedicine combined to develop valid learning experiences for students as well as preparation to undertake, often confronting, placements Most students who undertake WIL will experience some level of personal challenge as part of the process, and this challenge is as much a part of the learning as the discipline-specific skills and knowledge. However in health-related WIL these experiences can be particularly confronting as students are faced with the extremes of the human condition as well as people from vastly different social and cultural settings from those with which they are comfortable. Many experienced practitioners in these fields suffer negative effects from this exposure including burnout (38% in paramedics (Stassen, Van Nugteren, & Stein, 2013)), emotional exhaustion, depression and PTSD (Alexander & Klein, 2001) and even suicide. This poster outlines a suite of resources collated from participants' experience to help future staff support students prior to, during and after a health WIL experience as resilience and coping has been identified as linking to better outcomes (Porter & Johnson, 2008). The primary focus is the role of the university, rather than the preceptors, as the university has the opportunity to support and develop skills throughout a three-year period rather than the short term of the actual placement. Resources that have previously been trialled include: the Wellness Recovery Action Plan (WRAP) to explore ideas around wellness, reflection and coping, serial reflections and mindfulness.

Peer Observation Partnership: Developing educators' capacity through WIL framework


Aline Smith, Vanessa Acero Perdomo, Anthea Dallas, Anne Murphy and Milana Votrube, School of Medicine Sydney, University of Notre Dame Australia

Educators are continually learning. Integrating learning while teaching allows educators to challenge themselves to innovate and improve their teaching skills. Peer observation is a well-established method to this end. However, many organisations struggle with the implementation of experiential professional development for their educators. Our initiative is to create a Tutorial Observation Guide (TOG) as a framework for reflection by a tutor observing a peer's teaching. The TOG was incorporated in implementing a professional development program for tutors in an experiential environment. This in turn provided the potential to develop and enhance leadership capacity in the respective tutors. Mixed-methods evaluation was conducted of 10 participants from the tutors of first-year medicine involved in peer observation using the TOG. Data were collected through online survey and group interviews. Thematic analysis of the interview transcripts was conducted. The TOG was described as a helpful adjunct to peer observation that facilitated tutors in reflecting on and extending their own skills. The guided observation allowed the tutor to link the process of group teaching to theoretical pedagogical domains. However, tutors expressed concerns of similarity of the TOG to formal workplace evaluation, fear of judgement and a desire for more peer feedback. A framework for reflection based on pedagogical theoretical domains can enhance work-integrated learning for educators. Peer observation can be broadened to consolidate reflection of educators to innovate and improve their teaching skills. The evaluation of the process identified changes required to improve its acceptability and uptake.

Understanding student interest in knowledge translation skills


Michael O'Connor, Western Sydney University; Gisselle Gallego, The University of Notre Dame Australia; Sanja Lujic, University of New South Wales

It is widely recognised Australian university graduates need training in knowledge translation skills such as leadership, management, finance, marketing, media and teaching to more effectively and efficiently transition into future careers (Research Skills for an Innovative Workforce, 2011). Half of Australian PhD students plan to pursue non-academic careers, and many Bachelor graduates have a poor understanding of how their knowledge can be efficiently applied in an employment setting (Edwards, 2011). At the same time, Australian businesses consider university graduates lacking in key skills required for managerial roles. In other countries the inability to effectively transition university graduates into non-academic careers has resulted in highly skilled graduates not achieving the full economic benefits of their, and their community's educational investment (Cyranoski, 2011; Fix the PhD, 2011). Thus there are strong economic, social and individual imperatives demanding improved training of tertiary students in areas outside their core discipline, in order to maximise the benefits of their education. This project surveyed undergraduate and postgraduate students to better understand their views on knowledge translation training. The data showed students have: i) a desire for including knowledge translation training during tertiary education; ii) an understanding this training will improve competitiveness for employment; and iii) preferred knowledge translation delivery methods. Overall, the findings support development of formal tertiary knowledge translation programs.

Internships in the sport management discipline – the perspective of industry based internship supervisors


Sallee Caldwell and Kate Bass, Faculty of Education and Arts, Federation University Australia

The review of literature indicates the widespread use of industry based internships and their importance in undergraduate degrees (Schoepfer & Dodds, 2011; Wilton, 2012), but there is very little research on student internships in the sport management context: The research that there is in this context focuses on the student or tertiary perspective and the perspective of industry is missing (Calugher, 2013; Coknaz, 2014). Therefore this research is significant because it addresses the gaps in the literature by investigating the sport industry supervisor's perspective in relation to undergraduate internships. The aim of this study is to understand the sport industry supervisor's perspective on the purposes of an internship; their views on the university internship processes and student's progress; and any recommendations for future sport management internships. This is explored using qualitative case study research and nine semi-structured interviews with sport organisation internship supervisors. This methodology facilitates in-depth exploration of the industry supervisor's meanings and perspectives in relation to undergraduate sport management internships (Creswell, 2007). Preliminary results indicate that the sport organisation supervisor's purpose for being a part of the internship program is not just to support students in their personal development, but to enhance industry staff's professional development as they mentor the students. This research concludes that the strengths of an effective internship program are: consistency in procedures; the selection process emulating an actual job interview; a strong university presence; and support for industry to celebrate a student's internship and maintain connections to the students in the longer term. The sport organisation supervisor's perspective on internships is explored in detail. Including this key stakeholder has assisted in further understanding their perspective, so that internship programs can be developed to incorporate the sport organisations requirements. As a result the connection between the sport organisation and university is strengthened. The research reported on here indicates that a strong and effective model of integrated learning has been developed within the internship program that is the focus of the research and can inform sport management based undergraduate internships more broadly.

Embracing the boundaries of interprofessional practice-based collaboration in work integrated learning


Leanne Brown, Elsea Crowley, Anne Croker, Alexandra Little and Karin Fisher, Department of Rural Health, University of Newcastle

For many students, learning to work with other professions during work integrated learning (WIL) requires them to engage with a range of ad hoc opportunities. Structurally embedded interprofessional WIL programs tend to be less commonplace. A WIL program of interprofessional activities was developed to educate students from speech pathology and dietetics, where a natural overlap exists in professional practice. The program aimed to foster students' understandings of the other health profession, whilst developing discipline-specific clinical placement competencies (Croker, 2016). Focus groups explored relationships between different professions that were inherent in delivering and participating in the interprofessional WIL program. Kirkpatrick's evaluation components of reaction, learning, behaviour and results were utilised to report on student and educator reflections. Through this innovative program students and educators from both disciplines collaborated and interacted in practical and professional ways developing their understanding of roles, relationships, and interactions in clinical settings. The importance of relationships and partnerships between universities and practice worlds and among profession-specific groups of educators in both contexts will be explored using Higgs (2011) model of practice-based education. The notions of relationships, authenticity and context was highlighted as being key to the program's success.

On campus partnerships: Integrating work integrated learning into the student experience?


Lea Campbell and Katherine Beaumont, The University of Melbourne

In this poster presentation we will consider how on campus partnerships between centralized student and career development, experiential learning and academic skills teams with faculty based WIL and enrichment teams can maximize student experience. Can we together find ways to model the integration we believe to be critical in WIL? Looking at feedback from external business partners, student outcomes and the shared approaches used in experiential and blended learning, careers, student and skills development, course advising and WIL, we will outline a proposed framework for collaboration and service coordination and the potential benefits to students, employers and academic divisions/university.

Sustainably supporting sessional staff involved in dental clinical placements by using quality enhancement processes


D Lekkas and T Winning, School of Dentistry, The University of Adelaide

Sessional teachers are critical for providing core learning and assessment support in dental clinical placements. Recognising that staff need appropriate academic and professional development to achieve quality learning experiences for students during clinical placements (Health Workforce Australia, 2013), we have planned and implemented a range of initiatives to support our sessional staff over the past 15 years. We used the continuous improvement cycle (i.e., "plan, do, check and act") as the framework (Speroff & O'Connor, 2004, p17) to evaluate our sessional staff support initiatives. There were three phases in our review and development of sessional staff support. The first phase (2002-2006), identified a need to improve students' experiences of clinical assessment by providing professional development particularly focused on clinical assessment. The middle (2007-2010) and current phases (2011-present) focused on recruitment, training, evaluation, and integration. Having a dedicated academic and administrative staff team enabled the implementation of new support initiatives, while sustaining previous strategies. Key features of this team included assigned roles and clearly-defined procedures to systematically manage sessional staff needs. Using the 'sessional staff voice' was constructive in moving forward on further improvements. Using key frameworks and recommendations from the literature (Percy et al., 2008; Harvey, 2013) enabled implementation of a systematic approach to review and design support strategies. Sessional staff have ongoing needs related to giving assessment feedback and grading student performance. Our approach would be useful for other institutions which employ sessional staff from a profession or industry.

VetSet2Go—building veterinary employability


Martin Cake, Melinda Bell, Laura King, College of Veterinary Medicine, Murdoch University; Caroline Mansfield, School of Education, Murdoch University; Daniel Schull, Eva King, School of Veterinary Science, University of Queensland; Michelle McArthur, Wendy Hamood, Adele Feakes, School of Animal & Veterinary Sciences, University of Adelaide; Sanaa Zaki, Faculty of Veterinary Science, School of Life and Environmental Sciences, University of Sydney; Susan Matthew, College of Veterinary Medicine, Washington State University (USA); Liz Mossop, School of Veterinary Medicine & Science, Nottingham University (UK); Susan Rhind, Royal (Dick) School of Veterinary Sciences, University of Edinbugh (UK)

VetSet2Go is an internationally collaborative, OLT-funded project, which aims to define the capabilities most important for employability and success in the veterinary profession, and create assessment tools and resources to build these capabilities. In this context, we have defined employability as: "A set of personal and professional capabilities that enable a veterinarian to gain employment, and develop a professional pathway that achieves satisfaction and success" (adapted from Hinchcliffe, 2001). An employability approach encourages focus beyond threshold ('Day One') graduate competencies (e.g. RCVS, 2014) towards sustained success and satisfaction in professional employment, thus addressing several emerging issues, e.g. emphasis on transferable professional skills, diversification in a changing job climate, resilience and mental health in the transition to practice, and alignment and unification of competing stakeholder perspectives (employer, client, patient, colleagues, profession, self). Current evidence for drivers of veterinary employability is limited, which has led Phase 1 of the project to commission qualitative and quantitative research into employer and graduate/employee perspectives, client expectations, and resilience. Phase 1 will inform development of a veterinary employability framework solidly grounded in both evidence and multi-stakeholder consensus. Phase 2 will adapt this framework to a multisource feedback approach including self-, peer- and supervisor (WIL) assessment, and associated teaching resources. The VetSet2Go website (; twitter @VetSet2Go) has been launched and the project team seek to engage with related employability/WIL projects and scholarship.

Intersections of Outbound Mobility Experiences, WIL and employability


Anne Power, Son Truong and Colin Sheringham, Western Sydney University

At Western Sydney, the Schools of Business and Education have combined to research Outbound Mobility Programs (OMEs) in an OLT project. The School of Business has taken students to hotel management and tourism situations in Vietnam. The School of Education has taken pre-service teachers to teaching placements in China and Malaysia. Our OME research has built on findings that internationally-mobile students who have engaged in WIL are 50% less likely to experience long-term unemployment than those who have not implemented their training abroad (Erasmus Impact Study, 2014). We interviewed participants (n=223) before, elicited photo stories during and interviewed participants in employment who looked back on their international WIL experiences. Outcomes included developing global mindedness; learning by being there, including learning language, visiting cultural sites and experiencing life in another country; and developing employable skills. Enrichment from participating in international WIL has prompted students to engage in deeply reflective examinations of their personal and professional qualities, as well as their perceptions of the world around them. A key element in the OMEs has been the use of guided critical reflections.

Learning in a connected world: Where employability agenda meets the principles of enactivism and connectivism


Panos Vlachopoulos, Hayley Harris, Sarah White, Macquarie University

The question of student employability has rapidly risen up the agenda in higher education sector. Whilst students in their disciplines increasingly develop the intellectual skills and attributes widely sought by employers (e.g. critical thinking, reflective thinking, constructing arguments, and intercultural and communication skills), programs across the Universities that are designed to help students develop such skills and articulate these skills and attributes to themselves and to future employers are not delivering the necessary outcomes. Australia is still facing a challenge in terms of creating graduates that can become a creative workforce. The biggest challenge of such programs is the emphasis they put on teaching generic employability skills that can be applied in any professional context. But can one size fits all approach work? What is the role of the individual in becoming active agents in shaping and further developing their skills to match the requirements of complex real life work environments? How can individuals take control over their own professional development and lifelong learning in a digital era? This poster outlines an innovative approach taken by a Faculty of Medicine and Health Science program team in an Australian University to prepare graduates who learn how to go beyond the employability agenda and grow into or arise from their interactive role in a work-integrated curriculum. The focus of the poster will be the articulation of key principles of two contemporary learning theories that of enactivism and connectivism and how they can be translated in practical placement activities and authentic assessments for undergraduate students. Relevant examples from industry partners will be used to strengthen the argument that learning how to learn at workplace is the key to a successful career.


Revitalising WIL: Investigating senior learning and teaching management perspectives at a large metropolitan university

(Showcase) Stream: Analytics, evaluation and research of WIL: Towards 2020 and beyond

Lisa Coraline Milne, Lyn Hannah, Centre for Collaborative Learning and Teaching, Victoria University

The Centre for Collaborative Learning and Teaching is embarking on a revitalisation of Work Integrated Learning (WIL) at Victoria University. This showcase presentation shares preliminary results from an institutional study to inform the development of an agenda for change. It is aligned with the conference theme of "Analytics, evaluation and research of WIL: Towards 2020 and beyond". Feedback on WIL will be gathered from around forty Senior Learning and Teaching staff using semi-structured, face–to-face interviews, transcripts of which will be analysed using grounded theory in relation to the current literature around efforts to reshape WIL nationally. Within that literature, relatively little is known about the views of Learning and Teaching leaders at that level, according to Patrick, Peach and Pocknee, (2009). These staff can offer valuable insights into experiences of navigating the challenges of WIL in practice. As such, the project is relevant to two key conference themes 1) evaluation and research-led WIL reform, and 2) WIL logistics, such as institutional supports and barriers, from the point of view of a group that Patrick has cast as a key set of stakeholders (2009). The recent National Strategy on Work Integrated Learning in University Education calls for efforts to deepen and broaden shared knowledge of Australian WIL (2015). This study is one contribution.

Enhancing WIL outcomes for international students in Australia

(Showcase) Stream: Employability and WIL 2020.

Denise Jackson, School of Business and Law, Edith Cowan University

This study canvasses employer, academic and student perspectives on the challenges and barriers experienced by international students when participating in Work-Integrated Learning (WIL) in Western Australia (WA). It also explores the participation of international students, relative to domestic students, in work placements in WA universities. Data were gathered using an online survey of international students who completed WIL as part of their studies; focus group sessions with WIL academics and an online survey of potential and active host employers of international students on work placement. WIL is in high demand by international students who seek to gain relevant work experience in their host country to improve their employment prospects. Findings indicate a relatively low proportion of international students participate in WIL compared with domestic students. Further, stakeholders identified a number of challenges which impact on student performance and the success of their WIL experience. These include difficulties in managing assessment tasks, inflated expectations, cultural differences, relatively weak language skills and a lack of support during their WIL experience. The study identifies stakeholder strategies for enhancing WIL offerings for international students, thereby improving international student employability and making Australia a preferred study destination.

Collaborating with WIL stakeholders: Success factors for sustainable relationships

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

T. Judene Pretti, University of Waterloo, Canada; Jenny Fleming, Auckland University of Technology; Kathryn McLachlan, Macquarie University

WIL experiences rely heavily on the development of relationships between the university and key stakeholders, including industry, community organisations, and government. According to Mulvihill, Hart, Northmore, Wolff, and Pratt (2011, p. 11), "Each university must negotiate – and re-negotiate - the meaning, value and purpose of engagement with their communities if they are to ensure successful and sustainable partnerships in the long term". This showcase reports on an international action research inquiry, which aims to identify and evaluate critical success factors for industry/community engagement across different WIL sectors and contexts. Drawing on literature of good practice frameworks for engagement, (Garlic & Langworthy, 2008; Arden, McLachlan, & Cooper, 2009; Fleming & Hickey, 2013; Mohr & Spekman, 1994; Monczka, Petersen, Handfield, & Ragatz, 1998; Ankrah & Omar, 2015) and consultation with key stakeholders, a set of key themes; communication, commitment, compatibility, emerged to underpin the development of a framework for sustaining relationships. The subsequent cycle of research sought feedback on the accuracy of the framework themes. A questionnaire survey was distributed to partners and staff of universities, industry and community in New Zealand, Canada and Australia and the results analysed to determine the validity of the framework. The framework has applicability across a diverse range and scope of WIL relationships to assist practitioners cope with issues of scalability of WIL programs.

Reciprocal relationships and real results: Envisioning new horizons in early childhood teacher education placements.

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Yarrow Andrew, Jessie Jovanovic and Jennifer Fane, Flinders University

Pre-service early childhood teachers often cite practical experience in early childhood settings as the most important aspect of their university degree. However, increasing competition among universities for placements has created the need to reconceptualise the critical relationship between higher education and educational settings. Recognising the ongoing need for sustainable partnerships to deliver high quality practical experience (Department of Education & Training, 2015, p. 7), Flinders University has sought to re-imagine teaching practicum as 'Professional Experience'; workplace learning integrated throughout our degree courses. Flinders University's Professional Experience implements an inquiry-based WIL philosophy that positions the pre-service teacher as a knowledge creator, a participant, and a contributor within the field of early childhood education. Moving from the traditional practicum model to an inquiry-based WIL approach has required negotiating changes with participants across the field; university policy makers, schools and early childhood services, and educational administrators. The focus on active collaborations and reciprocal relationships, rather than 'top-down' university requirements, has created partnerships that result in sustained interest from early childhood settings and more placement offers for pre-service teachers. The agency of pre-service teachers and enthusiasm of WIL sites in these partnerships is contributing to meaningful, needs-based, knowledge generation for the 21st century.

Get engaged: Growing WIL through a workplace student supervisor capacity building module

(Showcase) Stream: Developing leadership capacity through WIL.

Franziska Trede and Katelin Sutton, Education for Practice Institute, Charles Sturt University; David Maxwell, School of Communication and Creative Industries, Charles Sturt University; Linda Wong, Media Federation of Australia

While universities increasingly rely on placements within host organisations to enhance students' work readiness and employability, little consideration has been given to strengthening workplace student supervisors' (WSS) capacity to engage effectively with universities, students and colleagues in their workplace (McEwen & Maxwell, 2015; Universities Australia, 2014). WSS need to be supported to engage with academics to clarify the roles, responsibilities and expectations in providing quality WIL experiences for students (Orrell, 2011). This ACEN-funded research project is conducted in partnership with the Media Federation of Australia and aims to (1) strengthen WSS capabilities to engage effectively with universities to better align industry, university and student expectations and to enhance mutually beneficial WIL experiences; (2) provide a better understanding of the need for engagement, possible engagement strategies, WSS roles and responsibilities and how WSS can clarify expectations; and (3) contribute to the expansion of WIL in other non-traditional courses. We will present our self-paced, online module that has been developed and tested with industry's strong participation. The module comprises six elements: all you need to know about WIL; industry benefits from WIL participation; engagement strategies before, during and after WIL; and FAQ. Feedback from the audience is welcomed.

Work integrated learning in higher education: Preparing students for collaborative practice

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Isabel Paton, School of Community Health, Charles Sturt University; Narelle Patton and Joy Higgs, Education For Practice Institute, Charles Sturt University

'Collaboration' is acknowledged as a core concept to contemporary life and work (Croker, Higgs & Trede, 2009; Gittell, Godfey & Thistlethwaite, 2013). In professional education programs there is a growing emphasis on the development of work-ready graduates and consequently a need to develop students' collaborative practice capabilities (World Health Organisation, 2010). It is therefore essential that work-integrated learning incorporates comprehensive preparation of students for collaborative practice. Despite this need for and subsequent focus on collaborative competence, there still remains a lack of conceptual clarity around the notion of collaboration itself and how students' collaborative capabilities may be best developed within higher education programs (Thomson, Perry & Miller, 2007

This presentation reports on emerging findings of doctoral research that aims to develop a deeper understanding of the nature, value and process within higher education of preparing students for collaborative practice. The doctoral research is using a qualitative approach within the interpretive paradigm and utilities both literature and experiential (academic and student participants n=24) texts to illuminate the phenomenon. This presentation will report on the research findings looking to unpack and describe the underpinning values, attributes and capabilities necessary for students to participate in collaborative practice within health settings. Participants will have the opportunity to advance their understanding of collaboration and collaborative capabilities, and how this illumination may inform work integrated learning.

Accessibility in WIL: Employer views on how work integrated learning (WIL) stakeholders can address the challenge of access and equity in WIL

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Jacqueline Mackaway, School of Education, Macquarie University

Work integrated learning (WIL) offers students many learning, career and personal benefits however, a contentious problem is emerging; namely that of student accessibility in WIL (Mackaway, Winchester-Seeto & Carter, 2014). This showcase presentation offers findings from an Australian study into the challenge of access and equity in WIL. In-depth interviews were conducted with 14 partner organisations from a range of industries including law, banking and professional services, along with three community service not-for-profit organisations. Part of the research focused on understanding current practices employers use to address issues of accessibility in WIL as well as areas for further action. Thematic analysis revealed common measures taken involve the reduction of barriers associated with the selection process, and while the majority of participants identified ways their own organisation could improve, they also offered ideas regarding steps for professional associations, universities and students. Interestingly, recommendations largely related to capacity-building for all WIL stakeholders – a theme echoed elsewhere in current WIL research (Blackmore et al., 2014; Peach, Moore & Campbell, 2016). Findings suggest there may be shared concerns between university and partner organisations regarding issues of access and equity which could be used to strengthen connections and address the problem of student accessibility in WIL.

Distributed leadership model: Enabling faculty-wide enhancement of scaffolded WIL

(Showcase) Stream: Developing leadership capacity through WIL.

Karen Young, Stuart Palmer, Mark Tolson and Malcolm Campbell, Deakin University.

A faculty-based Work Integrated Learning (WIL) team in an Australian university, charged with the mission of providing expertise to course teams seeking to improve graduate outcomes through WIL, was formed according to the key principles of a WIL Distributed Leadership Framework (Patrick et al., 2014). Due to the complicated nature of WIL landscapes, and given that the faculty wanted a sustainable approach to increasing and maintaining high employability outcomes for courses, two key requirements were identified: professional capacity-building of course teams, and a distributed WIL team approach to enhance good practice. While members of the WIL team work together on a number of WIL activities, each team member functions as the nominated leader of a particular segment of the WIL Leadership Domains and thus drives the expertise in that area. The take home message as a result of the work being done in the faculty is that to improve employability outcomes for courses, increasing the numbers of 'job-ready' graduates begins with building the capacity of 'WIL-ready' academics through a diverse and cohesive WIL leadership group.

Diversity and Practice-Integrate Learning (PIL) - An opportunity to engage and embrace inclusion

(Showcase) Stream: Employability and WIL 2020.

Sonja Kiernan, College of Sport and Exercise Science, Victoria University

Preparing students for the current workforce and dealing with contemporary society now and in the future requires finding creative and innovative solutions to addressing the increasing need for inclusive practices in increasingly diverse communities. As educators we are responsible for empowering students to develop their skills, be confident, ethical, and be respectful and inclusive of local and global citizens. Doing this effectively leads to students who are professionally, ethically and emotionally ready to take on a changing world, embrace diversity and be inclusive in their careers and personal life.

There is no universally-accepted definition of inclusion, however the definition used by United National Educational Science and Cultural Organisation (UNESCO) highlights the value of human rights in a socially-inclusive society. Current trends in education focus on the importance of inclusive practices characterised by valuing all individuals, having tolerance for differences, and enabling the full participation of all learners, including addressing a sense of belonging for all (UNESCO, 2014). Inclusion is a holistic view of life and the world it requires being open, accepting, understanding, empathetic and adaptable to change and differences.

The PIL program in the College of Sport and Exercise Science (CSES) empowers students to be successful lifelong learners by developing their skills, capabilities and confidence through hands-on practical learning in diverse and inclusive situations. Inclusion can be taught in the classroom but it's not until students are out in the field that they are able to put inclusion into practice. Although inclusion is not a main learning outcome in PIL it is a factor to consider in order to deliver a successful outcome in diverse environments. PIL is a scaffold framework that delivers a practical learning journey for students throughout their courses. PIL engages with industry and the community to provide students with real life opportunities to apply what they are learning.

This presentation will discuss the often neglected issue of diversity and inclusion in the management and practice of PIL. Examples of inclusion will be presented and mechanisms to teach our students to be inclusive will be explored and discussed. Examples of some successful inclusive programs will be showcased including data from student and industry evaluations.

Learning lawyering overseas: Pushing the boundaries for Australian legal education

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Nola Ries, Kevin Sobel-Read, Sher Campbell, Katherine Lindsay, Daniel Matas, Nicola Ross, and Jacqueline Svenson, Newcastle Law School, University of Newcastle

Australian universities provide a growing range of international learning experiences for students to enhance their development as global citizens. There is a budding body of literature on these initiatives. This body of literature, however, has not yet fully addressed the particular needs of law students.

During 2015-16, approximately 85 Newcastle Law School students will complete courses with international experiences in Japan, Cambodia, Cook Islands, Indonesia and Vietnam. In organising five parallel courses, we have a unique opportunity to compare student experiences in different locations against a fixed set of criteria, deriving strengths and weaknesses in regard to both student development and staff best-practices. This presentation will report on this novel initiative, including: 1) how international study and work-integrated learning experiences help law students in particular to develop the knowledge, skills and attributes necessary to prepare them as global citizens; and 2) what the lessons are that we as academic staff have learned in designing and delivering these courses.

Research methods include innovative cross-course thematic analysis of reflective journals and facilitated group discussions.

Employ101x: Embedding employability into the curriculum

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Andrea Reid and Anna Richards, The University of Queensland

Employability is generally considered to be a set of achievements that provide the potential for graduates to obtain employment and be impactful in their careers. An employable graduate is someone who possesses the knowledge and skills of their field but also the personal attributes to allow for an effective contribution to an organisation. The University of Queensland (UQ) has launched its massive open online course (MOOC) to provide a platform for its institutional approach to student employability development that focuses on experiential learning. The MOOC offers students tools and strategies to translate learning from a range of experiences into employability, and the ability to communicate their potential to an employer and translate their learning into effective workplace performance.

The paper will report on the development and implementation of the MOOC across UQ, where it is being embedded into the curriculum in a range of disciplines. Initial results from 200 student evaluations of the MOOC content will be presented which highlight the value of the structured self-reflective process that is a cornerstone of the course. This process provides scaffolding for students to realise the learning gained from a range of experiences and how this learning may be translated into practice in the workplace.

Capturing the student voice: Authentic WIL preparation

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Sonja Gallagher, Yvonne Wood and Jenny Fleming, Auckland University of Technology; Neil Haigh, EdQuest

Findings from research on students' experience of work integrated learning (WIL) provide a valuable foundation for initiatives intended to prepare them for such off-campus learning opportunities (Fleming, 2014). This premise is the basis for an investigation underway of students' views about aspects of their learning when they are on placement/undertaking WIL. These views are informing development of an e-book that will help prepare students for learning in off-campus contexts.

In this presentation, initial findings from interviews of 22 students, who are participating in five different programmes within the Faculty of Culture and Society at AUT University, are reviewed and discussed. In particular, they focus on advice students say they would offer fellow students embarking on WIL, based on their personal experiences and approaches. Common themes in their advice include proactive relationship building, identifying and following workplace communication practices, being adaptable and establishing support networks.

This advice, which represents the authentic voice of students, forms parts of the text of the e-book.

Culture and context preparation for international work placements

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Catherine Peck, Melanie Brown and Frederique Bouilheres, Learning and Teaching, RMIT Vietnam

WIL placement in Asia provides a rich opportunity to gain professional experience in a dynamic industry setting, while concurrently expanding global and intercultural competences. International experience, and the self-development that is typically entailed by sojourn abroad, can set a graduate apart from their peers in the job market. However, for institutions managing quality and risk factors, international placements entail complexity and challenge. Students may find entering a foreign environment disorienting, and ensuring positive outcomes from the experience for all stakeholders requires support for students acculturating to the new context.

This presentation overviews the development and implementation of a credit-bearing undergraduate course offered to international students taking up placement opportunities through an Australian transnational university in Vietnam. The course is intended to help students acculturate to the Vietnamese environment, and to equip them with knowledge and skills that will help them navigate cultural differences and challenges. The multidisciplinary intensive course delivered on campus prior to placements commencing, is designed to foster the development of intercultural competences and assessed using an intercultural competence framework. Challenges encountered in the development and implementation process will be shared.

Negotiated assessment tasks and learning outcomes in the placement experience

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Catherine Peck, Melanie Brown and Frederique Bouilheres, RMIT Vietnam

The real value of a placement experience is enhanced by a carefully planned assessment structure which is personalised to the student's individual goals. While internships develop understandings of discipline-specific practices in industry, the development of employability skills such as professional behaviour, communication, conflict management and teamwork are prominent features of the experience that need to be fostered and emphasised in the assessment process.

Decisions about what learning outcomes are desired and the mode in which these will be assessed must involve the students to be fully effective in developing the suite of graduate capabilities determined by the program. To enable this, a program structure has been developed at the presenters' home institution that identifies a set of learning goals and outcomes students can work toward achieving during their work placement. Within this set, students can identify the specific and personally-relevant goals and objectives they wish to focus on during their internship experience, and then proceed to negotiating the mode in which they will be assessed. Examples of specific assessment tasks and procedures used in the presenter's context will be provided, along with student feedback and evaluation of their experience through several cycles in the program will be shared.

From supervision to mentoring: Working with industry partners to maximize opportunities for student learning during the placement experience

(Showcase) Stream: Developing leadership capacity through WIL.

Catherine Peck, Manuela Spiga and Melvin Fernando, RMIT Vietnam

Industry supervisors play a crucial role in any work placement, and are often the primary factor in determining the relative success of a student's experience. The work supervisor's level of engagement with and understanding of the goals of a placement program can significantly impact students' experience, and influence the quantity, form and manner of feedback and guidance provided to them. However, despite the centrality of the supervisor to the placement experience, institutions often struggle to engage supervisors in actively and accountably contributing to the student's development of professional expertise or soft skills during their work placement. Supervisors are frequently busy with the pressures of the work environment, and may additionally lack an awareness of appropriate strategies for overseeing students in the formative stages of building their career identity.

This presentation overviews an approach taken to developing mentoring skills among placement supervisors in industry at an Australian transnational (English language) university in Vietnam. Examples of training activities will be shared, alongside discussion of context-appropriate approaches to dealing with industry partners, and feedback from participants in pilot and subsequent implementations of the program.

The impact of work integrated learning experiences on exercise and sports science students

(Showcase) Stream: Employability and WIL 2020.

Melinda Hall, Deborah Pascoe and Megan Charity, Federation University Australia

Exercise and sports science (E&SS) programs provide work integrated learning (WIL) to allow students to develop, apply and consolidate theoretical knowledge in the workplace (Lester & Costley, 2010). Current research indicates influential relationships between WIL experiences and future career choice, with supervisor attitude, level of support and ability to teach, having the greatest impact (Crowe & Mackenzie, 2002; Keller & Wilson, 2011).

The aims of this study were to determine the influence of WIL experiences on future career choice of E&SS students and identify graduate attributes developed during WIL. An online survey distributed to final year E&SS students, explored WIL experiences and the impact on career aspirations (n=20). Semi-structured interviews (n = 4) focused on graduate attributes and significant positive and negative experiences.

Results showed essential graduate attributes were developed during all WIL, regardless of whether the experience was positive or negative. Positive WIL experiences significantly influenced a student to pursue a career in the same field (p = 0.049) while negative experiences did not discourage a student from choosing a career in the same field (p = 0.093).

These findings have implications for E&SS higher education providers and industry supervisors to ensure WIL provides positive learning outcomes and the development of graduate attributes to enhance future employment opportunities.

Facilitating industry engagement in a STEM discipline with Live Ideas

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Michael Whelan, Kristin den Exter, Ben Roche and Bill Boyd, Southern Cross University

Student engagement in work integrated learning (WIL) in the science disciplines is low (1 in 7 science students participate in WIL in Australia). WIL has been part of the curriculum in the School of Environment, Science and Engineering for over 25 years. Connecting students with industry partners in a capstone project and internship unit has become more difficult because of changes to the mode of delivery. Allowing enrolment in these units year-round has also impeded industry engagement.

Live Ideas was introduced into the university in April 2015 to facilitate engaged, authentic, project-based learning. It was created based on the acknowledgement that increasing project-centric problem-solving skills and capabilities are becoming critical in emerging career pathways. Essentially, Live Ideas was created based on the needs and feedback of partner organisations aimed at streamlining connectivity. Through Live Ideas potential partners propose a project that is moderated by a central team in the University.

Live Ideas has facilitated industry engagement by; making registering a project/placement by a partner easier, bringing the student into direct contact with the host earlier in the process, automating registration of expressions of interest and greater cross-discipline engagement. Live Ideas has the potential to provide a mechanism to improve the engagement of industry partners and students and academics in science disciplines.

Negotiating clinical placements: Communication is key

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Justine Connor, CQUniversity; Lorna Moxham, University of Wollongong; Kerry Reid-Searl, CQUniversity

The aim of this study was to determine the influence communication has on university-industry partnerships and consequently clinical placement offers, for pre-registration nursing students.

Australia's future nurses depend on clinical placement learning opportunities offered by the health care industry, facilitated through strong university-industry partnerships. Preparing nurses who are fit for practice, purpose and academic award is a key issue for nurse education providers. Student nurses cannot learn practical skills in an authentic world setting, without quality clinical placements offered by the health care industry. Without meaningful partnerships between universities and industry, offers of clinical placement can be impacted on.

A qualitative methodology was used in this study. Analysis of the data was based on a Grounded Theory constant comparative approach. Semi-structured interviews were undertaken with nine participants who self-identified as the person who made the decisions to accept or decline undergraduate nursing student clinical placements within their organisation.

Participants' explicit feedback in regards to communication as a key element to strong stakeholder relationships and clinical placement procurement, was of primary value to the results. Participants iterated there must be quality communication between the two parties, ensuring the fostering of a culture that values the other and works collaboratively, to provide quality clinical placements to pre-registration nursing students.

Maintaining strong communication within a collaborative partnership between universities and industry, will ensure quality clinical placements continue to be offered by the health care industry.

Supervising WIL: A professional development eLearning resource

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Helen Stephenson, Flinders University

Supporting students on work integrated learning (WIL) placements is a significant undertaking including responsibilities for numerous relationships. In many professional disciplines this role is undertaken by staff employed on a sessional basis. Providing institutional support, for these staff, in the form of professional development is an important responsibility for Flinders University, where WIL is a priority. Access to professional development activities is often difficult for all staff due to workload demands and further complicated for sessional staff by their limited time on campus and ability to acquire funding for professional development attendance. Flinders University has developed Supervising WIL, a student-centred professional development elearning resource for staff supporting students on WIL placements. Launched in late 2015, Supervising WIL is currently being trialled in the University. This Showcase demonstrates elements of Supervising WIL, including its theoretical underpinnings and key design elements. Particular emphasis is given to the exploration of information and thought points as mechanisms promoting personal development and encouraging staff to support students' development of self-efficacy skills. 'Appropriate' remuneration for sessional staff completing Supervising WIL will be briefly discussed.

Making connections: Enhancing program outcomes via stakeholder partnerships

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Jennifer Howell, Curtin University

Pre-service teacher education programs have at their heart a well established WIL component. National accreditation requires a minimum of 60 days professional experience across the program duration. However, securing places in schools has increasingly become a complex challenge. A number of factors contribute to this; increasing numbers of programs and providers in the marketplace, increasing enrolments, a growing number of schools refusing to host placements, the shifting national guidelines that frame professional experience and the continual reform agenda.

What has become apparent is that teacher education programs need to look for new and innovative approaches if WIL is to be sustainable. This Showcase will detail one institution's innovation to develop a new model for stakeholder partnerships. The model is built upon three components; embedded practice, professional experience placements and a professional learning hub. This model provides opportunities for stakeholders to be involved in a partnership that endures beyond WIL placements and navigates the problematical terrain of transitioning into the profession and supporting schools themselves. Whilst the model is only in the second year of implementation, what is clear is that there is a need to involve schools in WIL beyond professional experience placements and to rethink professional boundaries and partnerships.

An innovative and secure way of engaging with third party providers to offer international internships

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Robin Chacko, Faculty of Arts, Monash University

The significant demand for international internships among Monash Arts students could only be met with assistance from third party providers. To ensure due diligence and integrity of the pedagogy, the Faculty of Arts tried a different approach from the traditional style of third party provider sourced internship program. The Faculty, through extensive consultation developed policies and procedures that ensured compliance with the University and sectors standards. The feedback received from the participants and the third party provider as part of a post-internship evaluation meeting confirmed that the approach worked extremely well. We are on course to expand this arrangement now to engage with more providers. This would completely open up the opportunities available to Arts students while the management feels assured of the quality of the program and safety of its students

This presentation will recognize the challenges faced by program managers when dealing with the administrative complexities of managing WIL and limited resources to scale up (Patrick, et al., 2009). It will discuss how the Faculty of Arts took initiative to define parameters for the admin complexities. It will put forward a model that could be adopted by any area to deliver a successful international internship program.

The student WIL journey: From 1st year to final year

(Showcase) Stream: Employability and WIL 2020.

Erin Stacey, Jennifer Lawrence and Jenny Millea, University of Canberra

The University of Canberra has an excellent reputation for developing students who, on graduation, are career-ready. This reputation is reflected in a decade-long 4 and 5-star ranking for employability in the Good Universities Guide.

To enable students to navigate their way into a professional work integrated learning experience they first must be prepared personally and professionally. Over the last three years the University has embedded opportunities for students to develop and apply their work-related skills and attributes in a compulsory first-year unit, through to capstone international internship opportunities for later years of study.

This presentation shows how the University prepares students through Foundations of Professional Planning for their chosen careers. It concludes with an example of a multi-disciplinary final year international internship program.

WIL-ing the BA: Who is implementing work integrated learning opportunities in the BA?

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Deanne Gannaway and Karen Sheppard, The University of Queensland

An intensified focus on the acquisition of vocational outcomes in higher education has seen a trend in Australian universities toward offering WIL in all undergraduate degrees (Marginson, 2004; Bridgstock, 2013). While professions-based programs have traditionally offered such experiences, generalist programs like the Bachelor of Arts have been less likely to incorporate WIL activities (Carr, 2009). Many BA programs are now grappling with providing embedded work experiences for their students

This paper presents findings from an OLT-funded project investigating the multiple ways that Australian BA programs are engaging with the provision of WIL opportunities. The project aimed to (1) identify common features and models currently in use; (2) identify exemplary cases and models with potential for translation to other contexts; and (3) develop strategies to encourage adoption and translation practices between disciplines or programs.

This paper identifies the common features of practice in work experience opportunities in the BA curriculum. It outlines innovative curriculum design practices being implemented in a number of BA programs. Through mapping the current state of offerings in terms of their objectives, activities and structure, this paper aligns with the conference sub-theme Learning through WIL: Pushing the boundaries of curriculum and practice.

The role of facilitating work integrated learning (WIL) student placements: Academic, supervisor, mentor, mother?

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Elizabeth Abery and Jessica Shipman Gunson, School of Health Sciences, Faculty of Medicine, Nursing & Health Sciences, Flinders University

Mothering has been discussed in relation to teachers (James, 2012) and fits well with the role of a WIL facilitator. WIL facilitation encompasses the responsibility of caring for, protecting and nurturing a dependent while at the same time mediating the 'sibling rivalry' of demands from university policy, competing academic workloads, industry expectations and student aspirations

Recognising the additional workload involved in WIL facilitation has been of recent interest (Bates, 2011; Rowe et al., 2013). Along with the practical and academic tasks, pastoral care and relationships between the facilitator and the student are fundamental

Although many students are in paid employment at the time of their WIL placement, there is a great deal of emotion and anxiety where the workplace is new, expectations are unknown and the placement outcomes are evaluated (Abery, Drummond & Bevan, 2015). Students need support and guidance to determine where the placement fits within their academic pathway (Blackie, Case & Jawitz, 2010

The added demands of workload (Bates, 2011) and emotional labour (Höschild, 2012) often go unrecognised for those facilitating WIL programmes. Therefore staff risk their own emotional and workload vulnerability when attempting to allay the student emotion associated with undertaking a WIL placement (Berry & Cassidy, 2013).

Getting on the front foot: Hitting boundaries to increase capacity for Internshps in the arts and social sciences'

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Robert Ewers, Faculty of Arts, University of Adelaide

This presentation addresses ways to allow more Arts students to connect with government and industry as part of the final year of their Arts degree studies. These initiatives include

(i) Facilitating 'applied projects' in compulsory capstone courses – pushing the 'limited capacity boundary' This applied research project option enables students in their final year capstone course for their major area of study to be linked to relevant outside organisations to complete a policy report or research assignment for the organisation.

(ii) Group-focussed Internship research projects – pushing the 'siloed curriculum boundary' This concept is to have students from different disciplines working together on a research project for a host organisation in small groups to bring to the table the distinctive skill set students have acquired, so that the project outcomes for the organisations are broader and the experience for the student is richer.

This presentation will explore workable options to address the following key issues: (i) academic: adjusting assessment parameters to facilitate applied research- based projects and group projects, (ii) administrative: connecting students with relevant host organisations and matching their respective needs, (iii) student learning: maximising opportunities to empower students towards better employment

Establishing good practice guidelines for international WIL in health sciences

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Sonia Ferns and Helen Flavell, Curtin University; B-K Tan, Curtin University; Armadale Health Service, Perth; Joanne Jordan,Healthsense (Aust) Pty Ltd

Despite being resource-intensive (Universities Australia, 2015), international fieldwork is an effective approach to developing graduate employability skills (Green, Johansson, Rossner, Tengnah, & Scott, 2008; Tomlinson, Tan, & Flavell, 2014). Furthermore, the value of student outbound mobility has been demonstrated by the Australian Government's commitment to the New Colombo Plan (Department of Foreign Affairs and Trade, 2015). Yet, little is known about what constitutes quality in international fieldwork. This showcase will report the findings from an Office for Learning and Teaching project that established standards for international fieldwork in health.

Specifically, twenty-five experts representing 14 universities across Australia identified—through a Delphi process (Keeny, Hassan, & McKenna, 2011)—the key preparation requirements, the level and model of supervision and assessment criteria to ensure excellent student learning in international fieldwork in health sciences. In accordance with the Delphi protocol three survey rounds were conducted. A total of 140 statements relating to standards for preparation, supervision and assessment were developed. Consensus by the expert panel on the relative importance of 114 statements was achieved.

The research findings address the lack of Australian good practice standards and frameworks for implementing and monitoring the quality of international fieldwork in health.

Transnational WIL: Supporting employability through innovative alternatives to internships

(Showcase) Stream: Employability and WIL 2020.

Christine Bilsland, Macquarie University

As universities expand their international student markets and international reputations by establishing programmes and campuses overseas, equipping these transnational students with employability skills relevant to their locational context presents dilemmas. Constraints that challenge WIL provision on domestic fronts are magnified in the transnational operating environment.

In particular, this presentation discusses issues that arise from differences in the legal and cultural environments that present challenges to WIL internships in offshore campuses. Transnational campuses located in hubs such as Singapore, Malaysia and the United Arab Emirates often attract international students. Legislated work restrictions on student visa holders in these hubs means that institutions must create alternative WIL activities that afford all students the opportunity to develop employability skills through authentic industry engagement. This presentation provides an overview of alternative WIL practice in transnational campus environments, and generates discussion about how effectively these alternative practices can effectively encourage and support employability outcomes valuable to transnational student and employer stakeholders. Finally, the potential of alternative WIL activities to provide wider institutional benefits based on collaboration between home and host campus stakeholders is proposed.

Adapting WIL to meet the needs of the 21st Century: Alternatives to traditional placements

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Theresa Winchester-Seeto, Charles Sturt University; Katharine Hoskyn, Auckland University of Technology; Anna Rowe, Macquarie University; Rowena Scott, RMIT University; Faith Valencia-Forrester Griffith University

At the 2014 ACEN Research Symposium several delegates gathered to investigate new and innovative alternatives to placement-based Work Integrated Learning. These approaches evolved over the past few years in response to several drivers including; increased student demand and diversity (Mackaway et al., 2014; Hoskyn & Martin, 2011); competition between institutions for limited places in industry (Coll & Zegwaard, 2011); increased expectations of students, industry and the community; varying context and style of disciplinary practice (Fincher et al., 2004); changing notions of work and the "workplace" in many professions (Deuze et al., 2007).

In this presentation a range of WIL activities is discussed, including: volunteering, community engagement, service learning, consultancy/advisory strategy, placement (inc. internships and practicum), on-the-job experience, and industry-style projects for real clients (in workplaces, or in academic institutions, or remotely supervised). These are presented as a circular continuum rather than a hierarchy to suggest that each has value and can support the achievement of quite different learning outcomes (Rowe et al., 2012), as well as preparing students for changing work patterns into the future (Oliver, 2015). Using a case-based approach, the benefits and limitations of these different activities is explored.

Enhancing WIL to place engineering practice at the heart of engineering degrees

(Showcase) Stream: Employability and WIL 2020.

Robin King, Australian Council of Engineering Deans, and University of Technology Sydney; Sally Male, Faculty of Engineering, Computing and Mathematics, The University of Western Australia; Douglas Hargreaves, Australian Council of Engineering Deans, and Queensland University of Technology

The Australian bachelors and some masters degrees in engineering that are accredited by Engineers Australia are intended to prepare graduates to commence practice in the engineering profession. Accreditation requires adequate 'exposure to engineering practice'. Traditionally, almost all faculties have required students to complete a 12-week industry placement before they can graduate. Changes in the industry have made it increasingly challenging for faculties to sustain good quality placements for the annual graduating cohort of some 11,000 students. During 2012-14, with major funding from the Australian Department of Industry, the Australian Council of Engineering Deans (ACED) undertook a consultative research project to explore improvements to industry engagement. The research confirmed that all stakeholders – students, academics, industry and the profession – desire to make engineering practice the central focus of the curriculum in formative engineering degrees. The project delivered Best Practice Guidelines (Male & King, 2014) for faculties, industry, and professional and industry bodies to realise this goal. Essentially, the recommendations advocate integrating a wide range of work-related activities into the curriculum, including good quality industry placements, and industry-inspired projects. The university members of ACED and their industry partners are now systemically and collaboratively developing such WIL strategies to enhance their degrees and the employability of their graduates.

Work integrated learning sponsorship (WILS): The evolution of undergraduate nursing

(Showcase) Stream: Employability and WIL 2020.

Michael Grande and Lynette Stockhausen, School of Health and Human Sciences, Southern Cross University

Arrangements for professional experience for undergraduate nursing have been modelled on students being placed with a clinical teacher in a supernumerary role. Work Integrated Learning Sponsorship (WILS) initiative breaks with this tradition. WILS is an innovative and collaborative clinical placement model where health facilities sponsor students to have paid employment in their facility as assistant in nursing but with a scope of undergraduate practice. This is combined with scaffolded learning outcomes and assessments proposed to contribute to the students mandatory 800 hours of professional experience (AHPRA).

A pilot study has been developed by Southern Cross University in partnership with two health facilities to trial the WILS model. WILS uses cognitive apprenticeship (Collins, Brown & Newman, 1989) and Legitimate Peripheral Participation (LPP) (Lave & Wenger, 1991) to support the initiative. A specific goal of this pilot is to demonstrate change that produces a more well-rounded work-ready graduate from a contemporary nursing curriculum. WILS is the evolution of authentic workplace learning that challenges the professional and ideological tensions, something that has been lacking since the transition of nursing education into the university sector some 30 years ago and further explored in this presentation.

Uncovering WIL in contemporary curricula

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Sheree Keech and Annette Marlow, Faculty of Health, University of Tasmania

In the last few years, like many Australian Universities, there has been an increased focus on Work Integrated Learning (WIL) within programs offered at the University of Tasmania. The University of Tasmania's Faculty of Health has led the way with WIL and this knowledge has been shared through the initiation of the WIL Community of Practice (CoP). A finding from the WIL CoP was the need for better understanding of current WIL activity offered within courses at the University of Tasmania.

An audit of WIL activity in units and courses will occur in the first half of 2016 via an online survey. In particular, highlighting the types of WIL e.g. proximity and authenticity and how activity is scaffolded across each course (Kaider, Hains-Wesson, & Young 2015). Additionally, ascertaining effectiveness of assessment in WIL related to learning outcomes will be mapped (Higher Education Academy, 2015). This presentation will showcase the survey's findings and discuss impact on contemporary curricula and the University's WIL strategy.

Development of an online work integrated learning (WIL) survey tool to measure, evaluate and enhance the quality of students' WIL experiences

(Showcase) Stream: Analytics, evaluation and research of WIL: Towards 2020 and beyond enveloping leadership capacity through WIL. Analytics, evaluation and research of WIL: Towards 2020 and beyond

Annette Marlow and Cassandra Saunders, The University of Tasmania

Work Integrated Learning enables students to develop professional skills, integrate theory with practice, apply problem-solving skills, develop interpersonal skills and become socialised into the formal and informal norms, protocols and expectations of the profession (Edwards et al., 2004). The primary responsibility of extracting the most out of WIL lies with the student. A self-directed student may be characterised as being aware of one's own limitations and potentials, as well as having a sense of responsibility and active attitude (Papp, Markkanen, & von Bonsdorff, 2003). Despite this, little is known about the extent to which students actively engage, and take responsibility for, their own learning while on WIL. This presentation will outline the processes related to the development of an online survey to measure and evaluate the quality of students' WIL experiences.

While in its infancy the survey tool has provided a practical method of assessing and reporting student feedback on the quality of their learning experience. Additionally, the tool has provided: a mechanism to evaluate how students take responsibility for their own learning; a consistent strategy to measure and compare the quality of learning experiences across disciplines and capability to provide student feedback to placement organisations.

Exploring the challenges of work integrated learning professional accreditation policies: An environmental health higher education perspective

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Louise Dunn, Swinburne University of Technology; Rosemary Nicholson, Western Sydney University; Jacques Oosthuizen, Edith Cowan University; Toni Hannelly, Curtin University, James Wood, University of Tasmania; Jane-Louise Lampard, University of the Sunshine Coast; Zoe Murray, Griffith University; Anne Roiko, Griffith University, Kirstin Ross, Flinders University

Recognition to practise as an Environmental Health Practitioner in Australia generally requires the completion of a professionally-accredited tertiary qualification which includes a work placement or a Work Integrated Learning (WIL) component. This presentation discusses an informal review undertaken by course convenors involved in the provision of such programs in Australia, in conjunction with the professional body Environmental Health Australia. The review involved identifying the current strengths, weakness and challenges of current WIL offerings in professionally-accredited environmental health programs, together with a review of the Environmental Health Australia (EHA) course accreditation WIL policy requirements. This process identified a range of challenges including the need to develop a common understanding of what constitutes a WIL activity. The presentation argues that future WIL professional accreditation policy in this area requires recognition of these challenges and a shift from focusing on a specific work placement period to the development of a framework to identify how different WIL approaches contribute to graduate employability. For example, how to assess the contribution of a work integrated learning activity to the development of a graduate for professional practice in environmental health. In doing so, further consultation with the environmental health profession is required to assist in this process.

Commonwealth Games internships

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Carol-Joy Patrick and Emma Newton, Service Learning, Learning Futures, Griffith University

Griffith University has been named the official partner for the Commonwealth Games 2018 that is being held at the Gold Coast. As a part of the collaboration Griffith University is offering a free-choice elective internship shell course that enables students from many disciplines to complete full-time three-month placements leading up to and during the Games and gain credit toward their degree. The course has been designed to facilitate the need of both the Games as well as the academic demands of the university. The learning outcomes include reflective inquiry into professional practice and personal values, and increasing awareness of professional practice strategies and personal values for long-term success. This showcase will present the shell course that has been designed as a 40CP, followed by a 20CP and 10CP course which provides a range of opportunities to ensure as many students as possible will be able to benefit from this unique internship opportunity.

Professional and Community Engagement (PACE) at Macquarie University: Spotlight on employability

(Showcase) Stream: Employability and WIL 2020.

Kathryn McLachlan, Felicity Rawlings-Sanaei, Debbie Haski-Leventhal, Colina Mason and Hussein Nabeel, Macquarie University

PACE at Macquarie University offers undergraduate students credit, gaining work integrated learning opportunities with local, regional and international partners. Through PACE, students work on mutually-beneficial projects that both contribute to the partner's organisational goals and enable students to strengthen graduate capabilities while contributing to positive social change. This Showcase will outline the findings of a PACE Research Project – 'The Student Experience of PACE: Graduate Capabilities and Career Aspirations'. Developed in the context of efforts to advance our understanding of the 'scholarship of engagement' (Boyer, 1996), the project seeks to evaluate the perceived impact of PACE on a range of student/graduate capabilities. The project adopted a mixed methods approach incorporating interviews and a questionnaire survey of students enrolled in PACE Units in 2014 and early 2015. Findings were generated through a thematic analysis of the data involving 'progressive focussing' (Parlett & Hamilton, 1977) and a blended method of inductive/deductive coding in SPSS. Addressing the Conference sub-theme 'Employability and WIL 2020' this Showcase will focus on the findings relating to employability. While these findings are, for the most part, strongly positive, this Showcase will draw on a range of evidence with due attention to counter evidence.

Preparing students for disruptive futures: assessing intangible learnings from international study

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Clare Dyson, QUT Creative Industries; Mark Pennings, Debra Flanders Cushing, Rafael Gomez and Courtney Coombs, Queensland University of Technology

Short-term study experiences of less than one-month are the fastest growing format for international outbound education and provide exciting opportunities to support authentic learning in an international context. While these study experiences are increasing in popularity, particularly in the Work Integrated Learning (WIL) sphere, effective assessment models for this education format is an under researched and under resourced area. To fill this gap, a research project by the Queensland University of Technology and University of Queensland identifies the authentic and often intangible learning outcomes derived from this particular context and is developing a rubric of co-learning teaching modules and assessment frameworks, for those outcomes. The project engages a multi-method approach of pre- and post-tour quantitative data about student learning expectations, an audit of existing assessment models, input from a community of practice of leaders in this education area, and field-testing to align teaching, learning and assessment for international short-term study experiences. This research argues that complex intangible learning outcomes from international experiences not currently captured by traditional assessment, including curiosity, initiative, risk taking, cultural humility, resourcefulness (to name a few), can and should be measured by tangible assessment modules. Capturing and valuing these authentic learning experiences shifts how we can support students wanting to operate within a global environment and supports diversity within multidisciplinary teaching and learning contexts.

Creating new multi-discipline subjects through cross-institutional partnerships: Developing leadership capacity for WIL professionals through curriculum design

(Showcase) Stream: Developing leadership capacity through WIL.

Ruth Delagas, La Trobe University

This session will explore the role of WIL professionals and their leadership development in curriculum design, teaching and learning. The roles and responsibilities of professional and academic teaching staff in facilitating Work Integrated Learning programs in Higher Education have become increasingly ambiguous, as facilitating WIL programs requires non-discipline specific knowledge in developing students' transferable skills. As WIL professionals take on the role of 'para-academics', their challenge is to ensure that their work is valued in an environment where "academic identity and status are closely related to research and scholarly activities" (Macfarlane, 2011, p. 64). This session will draw on the experience of two WIL professionals who worked in partnership to design new multi-discipline and multi-campus online WIL subjects to enhance the employability of students. The WIL professionals worked in close collaboration with the teaching and learning team to design the subjects, empowering them to develop their leadership capacity in curriculum design, teaching and learning. The subjects were piloted across regional campuses in 2016 and will be embedded more broadly into the curriculum across the institution in the future.

Enhancing business ethics and employability in experiential learning

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Meena Chavan and Leanne Carter, Macquarie University

Business ethics education has been researched from a cognitive perspective that assumes that ethics can be taught through thinking about ethics. Learning ethics from affective and behavioural perspectives has been under-explored. Through qualitative research, we examined the learning and perceptions of students when applying business ethics through experiential learning activities (ELA's).

Results show that business ethics can be taught using ELA allowing students to gain confidence in applying ethics to a range of issues in a safe learning environment. This led to social benefits including improved ethics and language skills, increased engagement with academics, improved employability, and satisfaction with university life. We also identified the perceived effects of ELA on applying business ethics to real life situations involved co-creation. This included increased student motivation and engagement with learning, improved team work, a greater understanding of different cultures and learning styles, and increased need for self-discipline in ELA.

Producing films for professional development in WIL

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Franziska Trede, Charles Sturt University

Universities have a duty of care to provide support and education to workplace learning supervisors, those practitioners who supervise university students in their workplace as part of a university course. As a response to local research findings, literature reviews and buoyed up with the new WIL-Industry agreement, films were produced as an engaging and reflective tool to provide professional development for industry WIL partners. The aim of this project was to enhance WIL partners' experiences of student supervision by using films as reflective triggers in professional and staff development activities.

In this Showcase presentation the conceptual ideas that informed the production of these eight films will be discussed. Pedagogical underpinnings of how to use these films for professional development of WIL partners and also academic and professional WIL staff will be presented. One of the eight films will be shown before discussion is opened up to participants to provide feedback and comments. Participants will develop a better understanding of the possibilities and challenges of effectively using these films to support WIL partners.

During this Showcase session, participants will:

  • learn about the project's aims, film production method and pedagogical intent;

  • view one film and discuss its scope for professional development; and

  • provide comments and feedback.

As this is a Showcase and interactive session, a film will be shown to stimulate emerging discussions. This Showcase is open to all delegates, but more particularly to academics and WIL partners involved with student supervision in workplaces.

Aspects of WIL that improve student nurses' attitudes towards working in aged care

(Showcase) Stream: Analytics, evaluation and research of WIL: Towards 2020 and beyond enveloping leadership capacity through WIL. Analytics, evaluation and research of WIL: Towards 2020 and beyond

Emma Lea, Ron Mason, Claire Eccleston and Andrew Robinson, Wicking Dementia Research and Education Centre (WDREC), University of Tasmania

Recruitment and retention of staff is problematic in the residential aged care sector. Poor WIL experiences for student nurses contribute to reluctance to work in aged care. Yet, prior to this study, there had been no quantitative exploration of which aged care placement attributes link to students' perceived likelihood of working in the sector post-graduation: a gap in the literature addressed by this study. A supported, evidence-based residential aged care placement program was developed for nursing students within an action research framework (Lea, Mason, Eccleston, & Robinson, 2016). Staff, predominantly nurses and care workers, formed a mentor group in two Tasmanian residential aged care facilities. During the three- or four-week placements, weekly feedback meetings were held for students (n=71) and their mentors. Students completed questionnaires on their placement experiences. Associations were identified between the likelihood of working in residential aged care post-graduation and nurse mentor–student feedback exchange, Teaching and Learning Score and supportiveness of care workers. These findings suggest that to increase interest in residential aged care work following graduation, the teaching and learning environment needs improvement, opportunities should be proffered for mentor–student feedback exchange, and care workers supported so they can mentor effectively.

Multi-modal connections - the case of three university strategic priority grant funded projects

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Serene Lin-Stephens, Julie Doherty and Clare Iarandine, Macquarie University

This presentation illustrates a university career service's efforts to strengthen stakeholder relationships for the purpose of enhancing employability through three Learning and Teaching strategic priority grant funded projects 2015-2016. Through various modes of connection, the career service collaborates with faculties and multiple areas within the university to establish measures which support work integrated learning. Together, they cover the creation of digital learning resources, entrepreneurship facilitation, and the development of a career curriculum conceptual framework.

The projects use four modes of connection. The first project builds digital connections with individual students directly via an online career portal CareerWISE, complementing a Learning Skills portal and a Library Research skills portal in the student online learning system. The portal provides training and resources to build student employability. The second project highlights a face-to-face interactive competition linking students and external industry representatives and alumni. The third project makes a curricular connection, entailing a study on academics', students', and employers' conceptions of career information literacy and creates a framework tying learning approaches, career development learning and information literacy. These projects address the need for, first and foremost, cohesive connections between internal areas of the university, which then further facilitate connections with students and the industries.

Cross-peer mentoring in allied health student placements - The "How-To" model

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Merrolee Penman, University of Sydney; Anita Volkert, Australian Catholic University, Monica Vasquez, South Western Sydney Local Health District, Michelle Wykes, Nepean and Blue Mountains Local Health District

There is a range of evidence on peer learning during student placement within the allied health literature, mostly discussing the benefit of the 2:1 and 3:1 models of pairing students (Martin & Edwards, 1998; Secomb, 2007; Martin, Morris, Moore, Sadlo & Crouch, 2004). Peer pairing has been shown to be beneficial in terms of enhanced learning of communication skills, development of practical and independent practice skills, and support; as well as increasing placement capacity.

With shortfalls of clinical placement opportunities in existence and predicted to grow, a HETI/ICTN grant was able to support cross-peer mentoring being piloted in two NSW local health districts in late 2015, and following this a 'how-to' manual be developed for use by placement sites to support a paired student model of "emerging-competence (senior) with novice (junior)" (Martin & Edwards, 1998, Secomb, 2007, Blum, Borgland & Parcells, 2010, Morris et al, 2004). The project successfully gained further funding to support dissemination through the early part of 2016. This Showcase presentation shares the pilot phase, development of the manual and evaluation; addressing the issues often faced by sites/supervisors when considering a transition to a different model of supervision. The project was undertaken as a partnership between academic and clinical staff.

Framing a research project: International students and the factors that influence their future employability in first year

(Showcase) Stream: Employability and WIL 2020.

Rachael Baron, La Trobe University

International students in Australian Universities arguably do not have the same access to or participation in WIL experiences while studying at University. (Gribble, 2014; Orrell, 2011; Patrick et al., 2008). We know that many international students experience significant cultural challenges when transitioning to study in Australia (Arthur & Popadiuk, 2013) but there is less known about the factors that influence the development of employability, particularly during their first year as a student. This emerging qualitative research project, while in its early stages, has conducted a comprehensive literature review, is building a case study research design and will undertake data collection and analysis in the next 3 months. This study identifies a gap in the literature and aims to explore how employability is experienced and understood by international students while studying in their first year at an Australian University (Crossman & Clarke, 2010; Huang 2013; Huang, Turner & Chen 2014). The present research project will provide insight to the type of support that Universities can provide early in the international student experience to enhance graduate outcomes.

Developing virtual WIL for engineering students

(Showcase) Stream: Employability and WIL 2020.

Sally Male, School of Electrical, Electronic and Computer Engineering, The University of Western Australia; Douglas Hargreaves, Australian Council of Engineering Deans, and Queensland University of Technology; Robin King, Australian Council of Engineering Deans, and University of Technology Sydney

There is a gap between engineering education and practice (Male, 2010). Engineering academics are ill-equipped to bridge this gap because most lack recent industry experience (Cameron, Reidsema, & Hadgraft, 2011). Virtual WIL will address the problem. This Showcase outlines the design requirements which were reviewed at forums with educators, students, engineers, and key personnel at Engineers Australia.

Work readiness through team-based in-company consulting projects in Australia and overseas

(Showcase) Stream: Employability and WIL 2020.

Margaret Herczeg and Amanda Marotta, The University of Melbourne

A work integrated learning model where the emphasis is on authenticity. Not only do students work on a project of real value in an actual workplace but they do so in a real team. We send teams of four to five students into organisations to work intensively or over a semester. Projects have taken place in companies in Australia and overseas in cities including; Bangkok, Berlin, Hong Kong, Kuala Lumpur, Mumbai, San Francisco, Santiago, Shanghai, Singapore and Seoul.

Teamwork underpins all phases of our for-credit WIL subjects at both undergraduate and postgraduate level. Industry recruitment practices are embedded into the student selection and team allocation process. Compulsory contact hours start with on-campus preparatory seminars covering, business culture, consulting, teamwork and conflict, data analytics and presentation skills. Consulting professionals from industry are also brought in to present to students on relevant topics.

While teams are allocated an academic mentor and a primary liaison at the company, much like consultants, students work with a high level of autonomy. Student teams complete a written report and present their findings via a presentation to company staff at the conclusion of the project. Each subject holds a showcase and networking event where student teams share their findings and come together with industry partners and staff to reflect on their experience and to celebrate their achievement.

Virtual orientation: Helping WIL students 'belong'

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Ellen Ennever, Faculty of Health, University of Tasmania; Merylin Cross, Centre for Rural Health, University of Tasmania; Annette Marlow, Faculty of Health, University of Tasmania

The University of Tasmania uses two virtual tours to help students in Faculty of Health courses explore settings, learning spaces, learning events, student profiles and topics of interest to help students orient themselves to study and placements. The platforms 'Uni-View' and the Tasmanian Clinical Education Network have potential to provide information in an engaging way that generates interest and also sense of familiarity and belonging for students contemplating Work Integrated Learning. The virtual tours permit "anticipatory adjustment" (Garza, 2015) involving the relationships between proactive orientation to, and exploration of, learning and placement environments.

This Showcase will look at the way these tours are used, as they have broadened access to teaching site and WIL orientation for staff, students, employers and other stakeholders. The technology has the potential to pilot student reactions to remote placement sites and "tasters" related to open content and experiences, so that all the key stakeholders in a WIL environment can detect barriers and enablers to introducing students to learning, teaching and placements in their chosen course of study. The tension between onsite and virtual orientation and "belonging" for students, especially as courses increase their blended delivery, is especially pertinent in WIL-based units of learning.

Outcomes from Global Scope - a large-scale 'virtual micro internship' WIL pilot with NSW State Government

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Nicole James and Sophia Demetriades Toftdahl, Intersective, Peter Mackey, Study NSW

We will present the outcomes and finding from a pilot program involving over 200 international students from across University of Technology, Sydney, UNSW, MQ, Performance Education and TAFE. Students participated in 6-week (~40hrs total) consulting-style projects with NSW Government agencies including Arts, Justice, NSW Police, Small Business Commissionaire, Screen Australia, Department of Industry, TAFE, StudyNSW and the Office of State Revenue. The students worked in multidisciplinary teams of 5 to develop options analysis to address current business improvement or research projects facing NSW government agencies. The teams were guided by NSW government mentors (approx. 1.5hrs per week) and Ernst Young consultants (bi-weekly sessions), developed real-world professional skills, built a better understanding of NSW Government and expanded their individual professional networks. The collaboration was guided and facilitated entirely online, using a collection of cloud-based technologies.

Interim report on a longitudinal study of Deloitte Fastrack Innovation Challenge and its impact on students' career trajectory

(Showcase) Stream: Employability and WIL 2020.

Angad Soin, Deloitte Ventures; Nikki James, University of Liverpool, UK.

In 2007 Deloitte's Innovation team pioneered the Deloitte Fastrack Innovation Challenge (DFIC) in an effort to galvanise and expand our engagement in supporting students as they transitioned from university to the workplace. The program structure, learning outcomes and curriculum was designed to develop students' employability skills with a particular focus on innovation capability. Since its inception 1000+ students have participated in the challenge and moved forward into their career. This longitudinal study aims to identify and measure the impact participation in DFIC has on students' career trajectory using both qualitative and quantitative research methods. The showcase session will overview the preliminary findings of the study including:

  • DFIC participants are identified as high performers in their graduate intake

  • DFIC participants have tended to looked at new career paths in the knowledge economy

The Showcase session will be delivered by the authors and a panel of Fastrack Innovation Challenge Alumni discussing the preliminary findings and implications for the instructional design of scalable work integrated learning programs

Quality in WIL is everybody's business: A university wide approach to evaluation of the professional practice experience

(Showcase) Stream: Analytics, evaluation and research of WIL: Towards 2020 and beyond enveloping leadership capacity through WIL. Analytics, evaluation and research of WIL: Towards 2020 and beyond

Annie Venville, Faculty of Health Sciences, Australian Catholic University; Jeffrey Jones and Elizabeth Santhanam, Learning and Teaching Centre, Australian Catholic University

The importance of clinical placement experiences in the education of future health professionals is well documented. Furthermore, evidence suggests that monitoring and evaluating the student experience is central to the provision of sustainable quality clinical placements. It is often difficult however, for Faculty academic staff to monitor the quality of learning opportunity students receive on placement. Challenges to collecting data capable of informing best practice in WIL include: timing of evaluation data collection, achieving good response rates, and the need to protect the privacy of external clinical educators. Such challenges can lead to inconsistent approaches to the evaluation of professional placements subjects in the university sector. This presentation describes a collaborative approach to the evaluation of clinical placement adopted at a large national Australian university. Collaboration between a central unit responsible for Learning and Teaching services and Faculty staff led to development of a clinical placement evaluation tool suitable for use across all health science disciplines. The tool is being piloted. Lessons learned during the process of evaluation tool development, negotiating tool administration and encouraging student participation are discussed.

Embedding a scaffolded employability framework across curriculum supported by the use of e-Portfolios

(Showcase) Stream: Employability and WIL 2020.

Zoe Murray, Anne Roiko, Bernadette Sebar, Jessica Lee, Sharon Hensby and Gary Rogers, Griffith University

Research suggests that employability strategies should be embedded across the entire curriculum 'to ensure that the learning, teaching, and assessment activities with which students engage will help develop' employable graduates (Pegg, Waldock, Hendy-Isaac, & Lawton, 2012, p. 45). The aim of this project was to embed employability strategies into the curriculum using e-Portfolios as a tool to assist students to explore and record progress of their employability. Academics within the Public Health and Environmental Health programs at Griffith University partnered with Career and Employment Services' staff to develop and pilot an embedded employability framework. The project utilised a five stage process: discussion and reflection amongst partners; review and mapping of the employability curriculum for each of the programs; implementation of course changes and support tool development; and evaluation. The project has delivered on incorporating the use of e-Portfolios across two degree program curricula to embed a career learning framework. A mixed methods approach was used to evaluate the project and preliminary findings indicate that student self-assessment of skills and confidence associated with employability increased following the completion of courses that included the employability framework.

Developing career mentoring programs in Vietnam

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Truc Do Nguyen Thanh, Susan Mate, Matthew McDonald, RMIT University Vietnam and Australia, Kathryn McLachlan, Macquarie University

Our purpose is to present our initial collaborative work on mentor programs at the ACEN conference and build our connections via the dissemination of information. RMIT Vietnam has a number of 'start up programs' with the aim of supporting career development for students in Vietnam, especially young female leaders. Our research has highlighted that there is a need to foster opportunities for development of women in leadership roles in Vietnam (Mate, McDonald, Morgan & Do 2016). Despite the implementation of gender equity law in Vietnam in July 2007 there remains a gap of women represented in leadership roles in Vietnam and practical implementation of opportunities for the development of women into mentorship opportunities (Cook & Glass, 2014). Conducting research in Vietnam and Australia will improve our understanding of cultural differences and provide insight into the significance of building mentorship programs across global communities. We will be working toward a collaborative project between Macquarie University (Australia) and RMIT Vietnam-Australia to evaluate the outcomes of mentorship models in 2016.

Understanding the ways practice is experienced: A strategy for the preparation of graduates for professional practice

(Showcase) Stream: Employability and WIL 2020.

Louise Dunn and Karen Farquharson, Faculty of Life and Social Sciences, Swinburne University of Technology; Llewellyn Mann, Faculty of Science and Engineering, Swinburne University of Technology

Professional education programs responsible for preparing graduates for professional practice employ a range of strategies, including the provision of work integrated learning opportunities. This showcase presentation proposes that developing an understanding of the qualitatively different ways practice is experienced by practitioners is an additional strategy which could be considered to support this purpose. As an example, an overview of a phenomenographic study, aimed at investigating the ways the practice of environmental health is experienced by practitioners will be showcased. It will include an overview of the research approach, study design and how the outcomes of a phenomenographic study could be applied to enhance preparation of students for work placement opportunities and professional practice as graduates.

Supporting students through integrative learning towards successful employment

(Showcase) Stream: Employability and WIL 2020.

Heather Pate and Susan Bolt, Edith Cowan University

Graduating students are under increasing pressure to be able to present themselves as flexible, confident and motivated potential employees, prepared for their future employment (Jackson, 2016). However, many graduates apply for work unable to articulate what knowledge and skills they have learned or what they have achieved (Peet et al., 2011). In 2016, eight courses drawn from eight Schools were selected at Edith Cowan University to take part in a pilot project to develop employability skills. This pilot was designed to examine how students can be supported in recognising and articulating their learning, skill development and achievements throughout their course from first year, through WIL placement units, to a capstone unit and into employment. Through integrative learning tasks and peer interviewing strategies, students are given opportunities throughout their course to articulate their knowledge, according to their course's Learning Outcomes, professional competencies, and generic works skills introduced in the Core Skills for Work (Australian Government, 2013). Students will be monitored throughout their courses to evaluate how this approach affects student confidence. Information gathered from this pilot will be used to inform future practice in course design at the university.

What do employers want? What do students have? Needs assessment of graduate attributes for work integrated learning

(Showcase) Stream: Employability and WIL 2020.

Meena Chavan and Leanne Carter, Macquarie University

There is consensus by employer and professional groups, that the graduate attributes possessed by graduates are a core outcome of university study (ACNielsen, 2000; Precision Consulting, 2007). Graduates with relevant attributes are well regarded by employers. The University must therefore strive to embed the attributes relevant to their discipline in the curriculum which helps make their graduates work-ready.

How can the university assist students acquire graduate attributes to be work-ready?

This paper explores the expectations of domestic and international students about their university experiences and their acquired graduate attributes and the expectation of the employers, in order to identify the graduate attributes that make students' work-ready.

The findings of this study suggest that the students expect that their tertiary experience should make provision for more opportunities for interactions and engagement and the two new attributes required by students to make them work-ready that emerged from this study were "social benefits" and "co creation".

The study adopted a qualitative research approach. Focus groups were conducted with students at a large metropolitan university in Australia and 11 employers. The data were analysed using qualitative analytic techniques and coded using NVIVO to understand student expectations and reality.

'Classroom of Many Cultures' as a model for cross-cultural co-creation of curriculum

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Greg Downey, Kate Lloyd, Rebecca Bilous, Laura Hammersley, Felicity Rawlings-Sanaei, Michaela Baker, María Amigó and Eryn Coffey, Macquarie University

If a key goal of contemporary university education is to 'internationalise' our students, then, ideally, principles of cross-cultural collaboration should be extended to the way that we create curriculum. Since Macquarie University implemented its innovative international PACE program (Professional and Community Engagement), staff have worked closely with partner organisations in a number of countries to place students in positions for work integrated learning. Ongoing conversations with these partners, however, revealed reservoirs of teaching expertise and a genuine desire to share their insights and teaching techniques. With support from the Office of Learning and Teaching, our project has been able to bring together a curriculum development team from nine countries that has met in both Australia and Malaysia, and collaborated online. Together, we have shared and developed partner insights, developing materials so that these contributions can be incorporated into the curriculum in which international placement experiences are embedded. This presentation discusses key insights into the challenges and opportunities of this type of international, cross-cultural co-creation, especially the necessity of building strong relationships, the pragmatics of collaboration, and some of the issues that were of greatest concern to our international partners.

Interim report on Job Smart initiative and its impact on students' awareness and exposure of employability skills

(Showcase) Stream: Employability and WIL 2020.

Sarah Fletcher, Lucinda Crossley Meates and Viji Venkataramani, The University of Sydney Business School

In early 2016 USYD Business School's CEO piloted "Job Smart" employability skill-building initiative at scale, in an effort to equip pre-experience Business School students to transition from university to the workplace. The program structure, learning outcomes and activities were designed to enable awareness and build a portfolio of 'opt-in' WIL experiences relevant to recruitment over the lifecycle of their degree.

In its pilot, 750+ students (over 90% international students) participated, with 150 engaging in 100% of the activities. This initial study aims to identify and measure the impact participation in Job Smart has on students' confidence and exposure towards workplace transition, applying qualitative and quantitative research methods.

The Showcase highlights preliminary findings of Job Smart participants including:

  • Better understanding of the range of career paths in the knowledge economy and how to approach recruitment processes accordingly, and

  • Initiative to engage in workplace-relevant experiences (e.g., volunteering) from the commencement of one's degree.

The authors will deliver the Showcase, discussing preliminary findings and implications for learning design of scalable employability skill-building programs.

WIL experiences - keeping placement safe and effective

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

John Tessier, University of Newcastle

Optimising the WIL experience requires consideration of the student, the supervisory staff and the university. The strengthening of connections between these three components has allowed flexibility in the delivery of an undergraduate program at the University of Newcastle. An increase in choices for students has resulted in placement performance unimpeded by factors such as financial and personal limitations.

Degrees in the Health Professions integrate WIL throughout undergraduate programs. Programs include professional placements during which students are expected to display competence in several areas of practice.

The challenges to both students and supervisors are numerous and the dynamic nature of the health professional workplace requires continual modifications to maintain and ideally improve WIL standards. This mixed method study utilised purpose-built questionnaires, focus groups and interviews.

This presentation focuses on the Bachelor of Medical Radiation Science (Diagnostic Radiography) program. This undergraduate program has had to contend with a substantial student body increase in recent years and adaptations have been made to accommodate this. This paper has a focus on student opinion and feedback but the results may be of benefit in planning WIL for other programs as they include feedback from students, placement supervisors and university staff.

Collaborative partnership and shared value create a fresh approach to WIL placements

(Showcase) Stream: Pushing the boundaries: Contemporary issues in WIL.

Vanita Amin, School of Engineering (Civil), RMIT

RMIT and Brimbank collaborative partnership provided the foundation for the creation of a new WIL program concept that delivered shared value to the council, the university and to the students. In response to the challenge of over 600 third and fourth year students requiring WIL placements, RMIT needed a fresh response. RMIT developed some initial strategic ideas around Brimbank's rolling asset management program. Our collaboration resulted in a long term WIL program for groups of our students across a three year council asset assessment cycle.

The fresh approach delivers a three pronged success to students, RMIT and for Brimbank. The program continues to evolve, aligned to the councils emerging needs. Long term collaborative partnerships that continue to evolve, add value and meet the emerging needs of students, the university and industry remain a strategic priority for RMIT, as we seek to enhance student satisfaction and employability of our students.

We are in the process of discussing similar models with other strategic partners including local councils and other asset owners. It delivers exceptional value to all key stakeholders, including the Council, RMIT and our students. Brimbank was recently recognized as a Finalist LGPro Awards 2016 for Excellence in Innovative Management.

Development of professional identity: Building a bank of dilemmas

(Showcase) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Kim Snepvangers, Arianne Rourke and Annabelle Lewer-Fletcher, University of NSW

This Showcase will present aspects of Phase One of a strategically-funded tertiary project about the development of Professional Identity (PI) through independent critical reflection. The larger three phase research study investigates how students' real-world learning and development of PI can be articulated across three university faculties: Art and Design, Medicine and Science. In this snapshot of research in progress the focus is on identifying dilemmas of practice in Art and Design; then member checking and receiving feedback from students, academic staff and industry professionals. Initial data collection methods have revealed an emergent qualitative industry specific 'Bank of Dilemmas'. Snapshots from an online survey of first and second year cohorts in Art and Design will be presented. A dilemmas framework has been selected to engage a diverse range of understandings of practice across specialised real-world scenarios. Key dilemmas from students and from industry will be showcased in relation to identified frequency, scope and relevance, opening previously closed doors into areas of ambiguity for students and industry. In seeking to push the boundaries through new assessment tasks and project design this research focuses on student acquisition of tacit real world knowledge and transformative experience.

Partner perspectives on paid versus unpaid internships

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Judy Hutchison, Jen McPherson, Jennifer Ruskin, Diana Caruso, Anna Rowe, Macquarie University

Pressure to develop work-ready graduates is increasing, and universities are working more closely with industry partners to improve graduate employability, drive innovation and strengthen national economic competitiveness (ACEN, 2015). Internships provide one mechanism for enhancing students' employability and active citizenship (Cooper, Orrell, & Bowden, 2010). Although long-term paid internships tend to be held up as a model of best practice in work-integrated learning, and recent research suggests that both employers and students prefer this approach/model over short-term unpaid internships (Smith et al., 2015), unpaid internships continue to outnumber paid internships at Macquarie University. What influences an organisation's decision to offer paid rather than unpaid internships? Focus groups held with industry partners at Macquarie University during April 2016 explore the perceived contributions of paid interns relative to unpaid interns, the impact on organisational capacity of hosting paid or unpaid interns, and Macquarie University industry partners' awareness of paid intern models. At the same time, focus groups seek to provide an evidence base for improving work integrated learning and enhancing university-industry partnerships.

Modelling partnerships: Exploring a whole of region approach to partnership development and management

(Showcase) Stream: Strengthening connections: Students, higher education, industry and community.

Catherine Ennis and Anne-Louise Semple, PACE, Faculty of Science and Engineering, Macquarie University

Inequities in employment, economic prospects, health and income can and do exist in Australia; however, they are not distinct to the rural and regional context (Pritchard & McManus, 2000). Focussing on these differences can conceal the diverse experiences of individuals, and the ways in which rural and regional communities thrive and have much to offer (Macadam et al., 2004). Informed by this context and the growing importance of work integrated learning, the Modelling Partnerships research project is focussed on exploring the potential for collaboration between Macquarie University's Professional and Community Engagement (PACE) program and a whole of region.

This Showcase will present on preliminary findings from this project, with the Region of Orange as its case study. Research data was collected from stakeholders through: focus groups with individuals and organisations from the Orange Region; semi-structured interviews with Macquarie University staff and; student surveys.

It will briefly detail some of the potential benefits, risks, and logistics involved in developing an innovative whole of region partnership - one through which mutual benefits can be meaningful, impactful, and sustained. The workshop will gauge feedback on how best the project might progress. This showcase will interest those involved in developing partnerships for work integrated learning purposes.

Visualising WIL: Using data to support transformative learning

(Showcase) Stream: Developing leadership capacity through WIL.

Jen McPherson and Jennifer Ruskin, PACE, Faculty of Business and Economics, Macquarie University; Danny Liu, Faculty of Science and Engineering, Macquarie University

Learning analytics provides tools that enable and require learners to engage in new kinds of learning practices, including the interpretation and critical analysis of data representations. Given that analytics are now commonplace in organisational practice, our students need opportunities to develop expertise in, and a critical perspective on, analytics tools. Working with students in two PACE (Professional and Community Engagement) units at Macquarie University, we are developing a model for engaging students in visualising aspects of their work integrated learning. The model makes use of simple and readily available analytics, and is designed to facilitate transformative learning, building students' capacity to learn from their experience of professional or community engagement through the use of visual tools. We will report our pilot project that involves supporting students in developing and reflecting on tools and strategies for imagining, mapping, observing and re-imagining key domains of work integrated learning within the scope of a unit of study. The project aims to produce a scalable model that has application across different disciplines. It is informed by recent literature on embedded learning analytics (Pardo, 2014), the alignment of learning analytics with learning design (Lockyer, Heathcote & Dawson, 2013), and data capture and representation (Pardo, 2014).

Professional Conversations

WIL-ing our way to the top: Australia's national work integrated learning strategy

(Professional Conversations)

Judie Kay, Australian Collaborative Education Network; Anne Younger, AiGroup and Tom O'Brien, Department of Education and Training

Australia's National Work Integrated Learning (WIL) Strategy brings together universities, government and industry for the first time at a national level to support work integrated learning opportunities for higher education students. Launched in 2015, the Strategy aims to be a crucial mechanism for strengthening collaborations, facilitating and promoting WIL, and providing overarching guidance for universities and employers undertaking WIL activities. It is a key step in ensuring Australia's university graduates can make a powerful and positive contribution to our workforce and the overall prosperity of our nation.

The partners to the National WIL Strategy work collectively across eight key areas, including providing national leadership to expand WIL; clarifying WIL-related government and regulatory settings; building sector-wide support for WIL; promoting sustainable investment in WIL; developing and providing WIL resources, systems and processes; building capacity for employers to participate in WIL; addressing equity and access issues in WIL; and increasing opportunities for international students and for domestic students to study off-shore.

In this roundtable discussion, Strategy partners will share their experiences and initiatives to date and seek input from delegates around current issues and future priorities. Higher education partners will outline how they have reached a better understanding of employers' needs through the partnership and their approach to addressing the barriers employers face when engaging in WIL. They will also provide a sector-wide view on WIL, highlighting success stories as well as areas for improvement. Industry partners will share their learnings of the higher education sector, how employers can best engage with institutions and how information on WIL is shared and promoted amongst their networks using the Strategy. Government and independent advisory bodies will discuss how their policy work and other programs and activities support WIL and how the unique connections facilitated by the Strategy have benefitted their work.

Conference delegates will discuss in small groups how the National WIL Strategy can positively affect WIL practice and provide input into future areas of focus for the Strategy and priorities for future action.


Enhancing workplace learning through mobile technology

(Roundtable) Stream: Supporting WIL: Operations and systems for 2020.

Franziska Trede, Charles Sturt University; Peter Goodyear, The University of Sydney; Susie Macfarlane, Deakin University; Lina Markauskaite, The University of Sydney; Freny Tayebjee, Western Sydney University; Celina McEwen, Charles Sturt University

In the mobile age, conditions for learning are changing and these changes could be harnessed to increase students' capacity to learn in the workplace. However, within the context of university education, workplace learning and technology-mediated learning often remain separate discourses and practices. The integration of authentic work-based activities and technology-mediated learning can provide important opportunities to bridge education and work contexts and build students' digital capacities, online professional identities and technology-mediated work practices.

Four universities are collaborating on a major Australian Government Office for Learning and Teaching project, titled "Enhancing workplace learning through mobile technology", to develop a mobile technology capacity building framework for students, academic workplace learning coordinators and workplace educators. During this roundtable, conceptual ideas that inform the development of this framework will be presented together with the online learning resources developed during the project. Then discussion will be opened up for participants to provide feedback and share their perceptions and practices of using mobile technology to enhance workplace learning. Participants will develop a better understanding of the possibilities and challenges of effectively using mobile technology to enrich learning experiences on placement.

During this 90 minute session, participants will:

  • learn about the project's aims and method;

  • discuss mobile learning pedagogy to prepare students for work;

  • examine the role of workplace cultures, personal or professional preferences on the use of mobile technology for WPL;

  • review a mobile technology capacity-building framework; and

  • provide feedback.

As this is an interactive session, ample time will be provided for questions to be asked throughout. This roundtable is open to all delegates, but more particularly to academics, educational designers and other professionals/practitioners involved with students on placements.

Internationalising the curriculum to enhance employability: Collaboration between international mobility and work integrated learning professionals

(Roundtable) Stream: Pushing the boundaries: Contemporary issues in WIL.

Rachael Baron and Ruth Delagas, College of Arts, Social Sciences & Commerce, La Trobe University; Kim Siemensma, La Trobe Abroad, La Trobe University; Carolyn Scott, College of Arts, Social Sciences & Commerce, La Trobe University

International mobility through work internships, volunteer and service learning programs has increased in popularity in recent years as students seek different types of international experiences to enrich their professional and personal lives. New options for students include credit bearing internships attached to subjects, international service learning experiences within the curriculum and self-sourced volunteering in short-term projects during semester breaks (Nolting, Donohue, Matherly & Tillman, 2015). The purpose of this discussion is to explore good practice for collaboration between work integrated learning (WIL) and international mobility professionals to both maximise graduate outcomes and to ensure that students have enriching experiences while undertaking international WIL. By using the World Café methodology to facilitate discussion and obtain feedback from particpants, the presenters in this session will propose topics for group discussion under the broad themes. The first theme will explore relationship management including consideration of key stakeholders involved in international WIL in Higher Education and how they can collaborate to support and facilitate a meaningful international experience for students to maximise graduate outcomes. A second theme will be the value proposition including how international WIL is valued at the student, academic and institutional level and what WIL professionals can do to get more commitment at these levels. The third theme will be the student experience including consideration of processes that can be put into place to ensure that students are adequately supported, before, during and after their international experience. Minimising the level of risk while balancing educational outcomes will also be canvassed. The intended audience will be international mobility, WIL professionals and academic staff involved in international WIL placements.

Using WIL to develop leadership talent for the Asian Century

(Roundtable) Stream: Employability and WIL 2020.

Yung Ngo and May Lam, Westpac Banking Group, Nikki James, University Of Liverpool, UK

Diversity Council Australia's Cracking the Cultural Ceiling report identified a disparity between the ambition and capability of Asian Leadership Talent and their representation beyond entry level and midlevel jobs in Australian business. To proactively address this disparity, Westpac Banking Corporation established an Asian Leadership Employee Action Group. One of the strategic initiatives of the action group is to develop Asia-aware leaders within Westpac and support future Asian leadership talent through our eMentoring program. In its first 12 months the eMentoring program will see 60 Westpac mentors support 250+ university students through structured Work Integrated Learning subjects in NSW and QLD.

This round table discussion will present the Westpac eMentoring program as a case study for using WIL to develop leadership talent for the Asian Century. Delegates will form groups to discuss and debate the operational, curriculum and pedagogy mechanics of the program and provide recommendations to improve the model. Key insights from the discussion will be used to refine the model with the intention of presenting it as a framework for other corporations to engage in large-scale WIL programs in a way that is mutually beneficial for the students, universities and industry.

WIL in science

(Roundtable) Stream: Employability and WIL 2020.

Michael Whelan, School of Environment, Science and Engineering, Southern Cross University; Liz Johnson, Deakin Learning Futures, Deakin University

Participation in work integrated learning in science disciplines is low (1 in 7), compared to other disciplines. The Chief Scientist of Australia recently completed a report that highlighted the need for students in science disciplines to increase participation in WIL activities and, as a consequence, improve graduate employability. The Chief Scientist has provided funding to the Deans of Science to increase participation in WIL. The Deans of Science are funding "Lighthouse Projects" and to supporting "Champions of WIL". This roundtable will provide a forum for practitioners to present models of WIL in science that are providing benefit to students, industry/community and the university. It will also provide a forum for Lighthouse Project leaders and WIL Champions to network and share ideas.

Community internships: Pushing the boundaries of curriculum and practice

(Roundtable) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Carol-joy Patrick, Ben Cameron and Catherine Longworth, Service Learning, Learning Futures, Griffith University

Griffith University offers a university-wide WIL shell course opportunity to all students as a free choice elective. Its enrolments are unlimited with students being able to enrol as a free-choice elective option, as a listed elective option in some degree programs, and as over-enrolments beyond their degree program requirements. The only restriction is a minimum requirement of the equivalent of first year of completed university studies. Since 2011 the course has provided over 1,600 WIL experiences, almost 80,000 course –related volunteer hours to 130 not-for profit organisations. The number of students that undertake this course has increased from year to year and has recently been expanded to include a Masters offering. As the numbers increase so too does the challenge of providing a quality learning experience for students across all disciplines and an effective partnership with the not-for -profit organisations. To address this issue, a number of strategies have been implemented including a comprehensive approach to risk management with large numbers of students on a very wide variety of placements.

This session will explore the Griffith free-elective WIL model and consider alternative ways that have been developed in which to ensure the quality of a placement and partnerships across a university-wide cohort of students. Participants in this Roundtable will consider the key considerations required to offer WIL shell course experiences that provide equitable opportunities to students from different disciplines.

Indigenous engagement in work integrated learning

(Roundtable) Stream: Strengthening connections: Students, higher education, industry and community.

Karima Ramji, Norah McRae and Lalita Kines, University of Victoria, Canada; Leanne Holt, Bronwyn Chambers and Cristal Walters, University of Newcastle

University of Victoria (UVic) and University of Newcastle (UoN) recently embarked on a unique Indigenous exchange program that enables Indigenous students from these institutions to participate in work integrated learning (WIL) experiences in their host countries. This Indigenous WIL exchange program provides a unique perspective into the cultural dimensions of learning that takes place for students, organisations and practitioners involved in the program.

In its inaugural year, a UVic Indigenous student completed a co-operative education work term at the University of Newcastle's Wollotuka Institute, working with Australia's leading Aboriginal historian, and contributing to UoN's Global Indigenous and Diaspora Research Studies Centre team. In exchange, an Indigenous student from UoN participated in UVic's LE,NONET program, which provides programs designed to welcome and support Indigenous students throughout their educational journeys at UVic. The student completed coursework at UVic, followed by a community internship within the Indigenous community. The program was a success; both students learned about Indigenous cultures in their host countries, connected with Indigenous communities and engaged in work integrated learning and other professional development activities that enhanced their professional and intercultural competencies.

Lessons learned included the importance of a strong support system for students, the complexities of adding an Indigenous aspect to an international experience and the importance of providing programming that adhere to principles and best practices for supporting Indigenous student success (Hunt et al., 2010).

This roundtable discussion will take the form of an interactive talking circle where participants will engage in an exercise that demonstrates the interrelated support system required for this complex program. Successes, challenges, lessons learned and insights from this unique WIL program will be shared.

This submission speaks to the theme Strengthening connections: Students, higher education, industry and community, with a focus on indigenous community connections. The intended audience is WIL practitioners interested in the unique cultural aspects of indigenous WIL programs, intercultural competencies and critical success factors for this complex program.

DRIVE to intercultural effectiveness through WIL

(Roundtable) Stream: Employability and WIL 2020.

Karima Ramji and Norah McRae, University of Victoria, Canada

How well do you function in a different culture, country or workplace? This session will provide participants with an understanding of how University of Victoria's Co-operative Education Program and Career Services has developed a strategy informed by Earley and Ang's work on cultural intelligence (2003) to help achieve their mandate to develop global-ready graduates. The strategy involves a framework that includes curriculum for inbound international students, outbound work integrated learning (WIL) students and all students preparing to work in diverse workplaces.

This round table discussion is geared toward WIL practitioners and will include a presentation of the strategy, followed by an interactive workshop where participants will work through the framework using a cultural challenge or problem they face in their role. Participants will leave this workshop with a better understanding of how intercultural competence can help them interact more effectively with people from diverse cultures. They will also appreciate how they can help students develop their cultural intelligence (CQ), while also developing their own CQ.

Developing tomorrow's WIL facilitators today

(Roundtable) Stream: Employability and WIL 2020.

Keri Moore and Louise Horstmanshof, School of Health and Human Science, Southern Cross University

The aim of this Roundtable is to present and discuss developing students' skills in WIL/clinical education in the pre-professional curriculum, so they have foundation level skills at graduation.

We know that one of the limiting factors in finding suitable WIL placements for today's learners is a reluctance by some professionals to engage in WIL. Plus, in many instances they lack knowledge of relevant scholastic strategies used to facilitate learning during WIL. To create a better future we need to push the boundaries of the curriculum and WIL practice. This Roundtable is designed to present and discuss our paper, 12 Tips for Proactive Approach to Clinical Education, which outlines, how, from the beginning of health students' WIL experiences, they can be prepared to take up their professional responsibilities as tomorrow's educators. This concept has the potential to both strengthen the skill base and increase the size of tomorrow's WIL workforce.

This paradigm shift in thinking about preparing our students for employment is discussed as Tips that are easily embedded in curricula and learning activities. They have face validity, are relevant to WIL, and easy to apply. Examining the 12 Tips with participants who are involved in WIL activities, we will enable participants to tease out the elements already in use to address the myriad issues and concerns, consider how the 12 tips work as a whole, and what barriers there might be for practice.

The expected outcomes are that participants will improve their knowledge of:

  • The 12 Tips of PACE

  • The barriers and enablers of augmenting the pre-professional WIL curriculum to allow today's students to develop their educative capabilities as they progress through their various WIL events

  • Vicarious liability

The intended audience is curriculum designers and WIL academics.

Teaching aged care facilities: Creating strong WIL opportunities and benefits

(Roundtable) Stream: Analytics, evaluation and research of WIL: Towards 2020 and beyond enveloping leadership capacity through WIL. Analytics, evaluation and research of WIL: Towards 2020 and beyond

Andrew Robinson, Michael Annear, Kate-Ellen Elliott, Emma Lea, Wicking Dementia Research and Education Centre (WDREC), University of Tasmania

Participants in this Roundtable will learn about an innovative, translatable approach to build and strengthen links between universities and community organisations: the Wicking Teaching Aged Care Facilities (TACF) Program. They will learn about development of an interprofessional education program in the aged care facilities and the evaluation and impact of placements on residents. This process has initiated a care redesign program, facilitated by workforce capacity-building and students' resident assessments. Participants may find this approach useful in their own WIL practices, particularly around program design to encourage strong, sustainable relationships between universities and Work Placement Providers, workforce capability-building and evaluating placement benefits.

To discuss TACF and evidence-based strategies for implementation, evaluation, and outcomes of WIL-related programs, there will be two sessions in this Roundtable. Each will consist of two 8-min. presentations, 5-min. discussion, and a 24-min. group activity.

1. TACF: Developing workforce capacity and interprofessional education Presentations: (a) Wicking TACF Program: instituting sustainable quality clinical placements in residential aged care; (b) Implementing interprofessional education in aged care. For the group activity, participants will form small groups and, via case scenarios, problem-solve barriers to developing sustainable WIL opportunities in new settings.

2. Resident benefits from TACF placements Presentations: (a) Resident perspectives on health student-delivered care in TACF; (b) Care redesign opportunities in TACF. The group will explore WIL benefits for those other than students, which may strengthen Work Placement Provider, university and community connections. Participants will identify potential benefits in a range of settings, and workshop ways to measure them.

The intended audience for this Roundtable is higher education academics, clinical placement coordinators, aged care sector, government representatives and health students.

International connection through online professional development: Extending the experience and impact

(Roundtable) Stream: Learning through WIL: Pushing the boundaries of curriculum and practice.

Sonia Ferns, Vice Chancellory, Curtin University, Australia; Katharine Hoskyn, Auckland University of Technology, New Zealand; Judie Kay, RMIT, Australia; Karsten Zegwaard, University of Waikato, New Zealand; Norah McRae, University of Victoria, Canada; Kristina Johansson, University West, Sweden

The intended aim of the Roundtable discussion is to demonstrate the benefits of a pedagogical underpinning for WIL activities such as that found in Eames and Cates (2011) and Fenwick (2000); to continue the dialogue about themes arising from the Global WIL module and to involve a wider range of practitioners in this dialogue.

The intended aim of the Global WIL module was to address a professional development need. With the national WIL agenda in Australia, there is a growing need to encourage practitioners to advance their best practice of WIL. The online delivery of the module particularly suited staff who have little time for professional skill development.

The Roundtable discussion will consist of three stages:

  1. short presentation from the facilitators/presenters about the Global WIL module in order to set the scene;

  2. three – four short cameo presentations from past participants about the way in which they related theory to their WIL activities;

  3. discussion involving all attendees of the application of learning theory to specific scenarios.

The intended audience is practitioners interested in discussing the pedagogical foundation for WIL; past participants of the Global WIL online modules; people interested in participating in a similar module in the future. From the registration data of the modules, it is evident that a high level of interest in this topic exists, particularly in Australia.

Get VoCAL: 'Future proofing' students by exploring the intersection between volunteering, career aspirations and leadership

(Roundtable) Stream: Developing leadership capacity through WIL.

Valentine Mukuria, Western Sydney University

The notion of "future-proofing" is often related to the technology world when referring to designing software, computers, and technology "that can still be used in the future" (Cambridge Dictionaries Online). Future-proofing as a concept is gaining momentum in the Higher Education sector with the discourse increasingly revolving around the notion of "employability" and preparing students for "uncertain futures". Paradoxically, one of the things we "know" about the future is that it is "unknown" and is often characterised, in general, as being unpredictable, rapidly changing, and uncertain.

This Roundtable session will provide a platform for the discussion on students' leadership skills and attributes particularly in the context of preparing students for the future. It is anticipated that the session will provide more clarity on what "student leadership" would look like based on strategies, experiences and best-practises that the participants will bring into the conversation.

Participants will be invited to discuss this topic from philosophical and pragmatic perspectives in response to the following questions:

(i) What are the particular leadership skill sets and attributes (if any) that "stand the test of time" by being applicable in the past, present and future? What sets of leadership skills are more applicable now than they have been in the past, and how will these morph in the future?

(ii) How could a multi-sectoral approach stimulate collaboration (higher education, industry partners, community organisations, and government etc.) to effectively prepare students for their future contributions to society?

(iii) What innovative evaluation frameworks are necessary to best capture the goal of equipping students with leadership skills to succeed in the future?

How can curriculum be better designed to equip students with the necessary leadership skills that enable them to not just survive but to thrive in the "uncertain" future? Participants will have an opportunity to share good-practice models of student leadership programs - A summary of recommendations on how to design, implement and review student leadership programs may be noted.

Developing a journal article from referred conference proceedings paper

(Roundtable) Stream: Analytics, evaluation and research of WIL: Towards 2020 and beyond enveloping leadership capacity through WIL. Analytics, evaluation and research of WIL: Towards 2020 and beyond

Karsten Zegwaard, Editor-in-Chief for Asia-Pacific Journal of Cooperative Education, Director of Cooperative Education, University of Waikato

The intent of this Roundtable is to discuss how authors can craft a journal article and a conference proceedings paper from the same work. A common path of publishing scholarly debate and, especially, research in WIL is to first produce an oral presentation, followed later by a more expansive oral presentation with refereed conference proceedings, and subsequently a journal article. However, especially at the latter two stages, care must be taken that the two resulting publications (proceedings and journal article) do not result in 'double-publishing'.

This Roundtable will commence with a broad discussion around publishing strategies that allow researchers and authors to maximise publishing impact of their work. Academic staff are measured by the quality and volume of their research outputs, with journal articles being the more common significant research output. Therefore, maximising publishing impact can significantly influence career progress. Focussing primarily on the ACEN Conference Proceedings and the special issue in Asia-Pacific Journal of Cooperative Education (APJCE) arising from this ACEN conference, discussion will explore how a quality conference proceedings paper could be crafted into a journal article for the APJCE special issue. Roundtable participants will be encouraged to bring along their conference proceedings paper which will be used as examples during the roundtable discussions. Other completed examples will also be presented.

This Roundtable will particularly appeal to authors who intend to submit a journal article for the APJCE special issue arising from this ACEN conference. This roundtable may also appeal to other authors who want to maximise their research impact by publishing conference proceedings as well as journal articles without causing double-publishing.

Learning analytics and WIL: Pushing the boundaries with data

(Roundtable) Stream: Analytics, evaluation and research of WIL: Towards 2020 and beyond enveloping leadership capacity through WIL. Analytics, evaluation and research of WIL: Towards 2020 and beyond

Jen McPherson, PACE, Faculty of Business and Economics, Macquarie University; Danny Liu, Faculty of Science and Engineering, Macquarie University; Diana Caruso, PACE, Faculty of Business and Economics, Macquarie University

Learning analytics condenses learning practices into data that can be used to understand and improve learning and learning environments. Despite the expanding possibilities, many learning analytics tools seem out of reach to practitioners. What does learning analytics offer to students, teachers and program coordinators in the context of work integrated learning? More 'traditional' learning analytics approaches have focussed on collecting and analysing online footprints which are not necessarily appropriate in the WIL context. Together with participants, we would like to explore other possibilities and expand the horizons of learning analytics to incorporate rich data and analyses, including but not limited to writing analytics, student-collected datasets and data for tracking student outcomes that can assist in managing and extending partner relationships. The roundtable aims to collaboratively expand the possibilities, identifying ways that data can be used to improve work-integrated learning experiences and partner relationships, measure the impact of work integrated learning, and ultimately contribute to improving student and partner satisfaction and employability.

This roundtable discussion will adopt a world café style format to explore the use of data to support work integrated learning. What data would students, teachers and program coordinators like to have about work integrated learning, and why would they like to have it? How can data be used to support and improve work integrated learning? What are the constraints and challenges in using data to support work integrated learning and how can we address these? The roundtable is intended for teachers, program coordinators, researchers and students interested in enhancing WIL experiences through data. Presenters have experience in learning analytics, higher education, work integrated learning, and partner management.


The Gold Sponsor of the ACEN 2016 Conference is Intersective, supporting work-integrated learning in Australia


Performance Careers is a Silver Sponsor of the ACEN 2016 Conference

Performance Careers

InPlace is a Silver Sponsor of the ACEN 2016 Conference


The Conference Dinner is generously sponsored by The University of Queensland

The Universiy of Queensland

The Welcome Reception is generously sponsored by RMIT University

RMIT University

The Networking Function is sponsored by HERDSA


The ACEN Conference is grateful for the support of

Macquarie University
Western Sydney University
Education for Practice Institute - Charles Sturt University

Partner organisations

South African Society for Cooperative Education
Canadian Association fo Co-operative Education
New Zealand Association for Cooperative Education
National Association of Field Experience Administrators Inc.
Thai Associataion for Cooperative Education