2020 ACEN Research Grants

Early Career Research Grants

Grants of $5,000 have been awarded to the following:

“Developing an innovative and accessible WIL taxonomy to support psychology undergraduate
students”

Annabelle Neall, University of Queensland

Australian psychology students are the sole allied-health group ineligible for practitioner registration following conferral of their undergraduate degree. This project aims to construct and validate a taxonomy of work integrated learning activities and initiatives, to enhance the skillset and abilities of psychology undergraduates and endorse their transition to an increasingly diverse workforce.

Themes: Sustainable, scalable and innovative WIL models, Designing and implementing quality in WIL

“Private practice Work Integrated Learning (WIL) opportunities for health professional students: Increasing capacity for educational quality and equity”

Roma Forbes, University of Queensland

The WIL in Private Practice (WILPP) project uses a three-part mixed methods approach to investigate, explore and articulate strategies which are currently used to successfully integrate student health professional WIL into private practice service delivery. This project scaffolds on previous industry partnered ACEN projects to create a sector-wide resource to enhance WIL capacity through providing practical solutions to student service delivery for new and existing WIL providers.

Themes: Designing and implementing quality in WIL, Equity of access to WIL

Full Research Grants

Grants of $10,000 have been awarded to the following:

“Facilitating student engagement with WIL: A risk management framework for studentships”

Anne Hewitt, University of Adelaide

Craig Cameron, Griffith University

Around the world WIL was embraced as a strategy to facilitate student transition to employment in the difficult economic circumstances flowing from the GFC. We can expect that to be replicated in the current economic turmoil caused by COVID-19. The provision of stakeholder scholarships, bursaries, grants and stipends (collectively ‘studentships’) is an important strategy to support students’ financial capacity to complete WIL. However, studentships are not without risk. This project will develop an institutional risk management framework that may guide the evaluation and design of studentships in collaboration with studentship providers (institutions, government and industry).

Themes: Sustainable, scalable and innovative WIL models

“Interprofessional telehealth services: An innovative WIL model for accredited health programs during COVID 19 and beyond”

Rachel Bacon, University of Canberra

This project provides strategic leadership to the ACEN community and other stakeholders to optimise telehealth’s role in Interprofessional Education (IPE) and WIL. Under the leadership of an expert panel, research within a university health clinic will explore the strengths and challenges, learning experiences and learning outcomes offered by telehealth. This will inform guidelines and a suite of practical resources.

Themes: Sustainable, scalable and innovative WIL models, WIL within digital and virtual learning environments, Building learner agency and professional identity through WIL

“COVID-19 and accredited WIL in Australian social work: Identifying impacts, innovation and opportunities”

Shelley Turner, Monash University

This study examines the impacts and future implication of COVID-19 on WIL in social work, from the perspectives of university educators and students. Findings will provide a national snapshot of their experiences, highlighting challenges and innovative responses for improving student wellbeing and equity of access to WIL, as well as scalable and sustainable models of WIL for social work and related accredited disciplines.

Themes: Sustainable, scalable and innovative WIL models, WIL within digital and virtual learning
environments, Equity of access to WIL, Student wellbeing and mental health in WIL