Professor Stephen Billett Webinar Series Augmenting students’ Learning for Employability through Post-Practicum Educational Processes

Quality / Managing Risk | Resource | WIL Impact | WIL Teaching and Learning

The Service Learning Unit and Professor Stephen Billett hosted a series of webinars focussing on the purposes of post-practicum interventions and approaches to enacting them. The Office of Learning and Teaching grant investigated and trialled a range of post-practicum interventions that aimed to enhance higher education students’ employability. That is, once students have had practicum experiences interventions of different kinds were enacted to optimise and integrate those workplace learning experiences to achieve specific educational outcomes associated with graduate employability. Across two phases of projects, the first 14 in healthcare and the second 28 in other disciplines, ways in which post-practicum interventions could be used to achieve these outcomes associated with employability were identified. From these, a range of considerations for planning and enacting such interventions were identified through these projects. These are the context for and focus of this webinar series.

Webinar 1: Purposes and approaches to post-practicum interventions

10th November 2020

This webinar focuses on the purposes of post-practicum interventions and their enactment. The question it addresses is: For what purposes and through what approaches would post-practicum interventions be effective for your field of teaching?

Webinar 2: Models and processes of post-practicum interventions

17th November 2020

This webinar focuses on the post-practicum interventions trialed in projects in the teaching and learning grant. The question it addresses is: What are the qualities of models of post-practicum interventions and their enactment that would be pertinent for and effective in your field of teaching?

Webinar 3: Engaging time-jealous students

24th November 2020

This webinar focuses on issues of student engagement and, how contemporary time-jealous students can come to engage in work integrated education and work integrated learning. The question it addresses is: How can contemporary, time jealous, students be assisted to engage effortfully in post-practicum activities to achieve effective outcomes?