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Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex ...

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Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context

The question of how to prepare higher education students for employment is at the forefront of higher education, yet in many respects it is the wrong question. This review article poses an alternative question: how might we prepare higher education students to navigate an increasingly complex world and labour market in which they will need to think for a living? I begin by considering the labour market environment into which graduates transition. I align this with contemporary definitions of employability before revisiting my employability and related research undertaken over the past 20 years. In voicing possible solutions, I structure the article’s latter sections according to the four challenges posed by the Australian Deputy Vice-Chancellors for response in the 2019 HERD Review: namely, university funding; commitment to change by university staff; dealing with complexity; and building capacity.

Graduate employability and higher education: Past, present and future

This study explores the challenges experienced by international students during Work Integrated Learning (WIL) in Australia. Student participation in WIL not only enhances individual student employ...

Exploring the challenges experienced by international students during work-integrated learning in Australia

As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that develops students to attain graduate qualities for competitiveness in the business sector. The role and importance of assessment as a core influence for learning is recognised and embedded into the programme, as well as the prevalence of meeting the needs of its stakeholders. Issues concerning assessing work-oriented learning are explored as well as what assessment methods might be most appropriate for enhancing and evaluating learning in this context. Feedback from stakeholders on the structure of the programme and its assessment are discussed as well as the question of how to maintain work-related programmes in HE. If such programmes continue to focus assessment and d...

/pdf/assessment-guiding-learning-developing-graduate-qualities-in-1nrgsij82u.pdf

Assessment guiding learning: developing graduate qualities in an experiential learning programme

This paper reports the findings of a research study on whether or not to structure reflective assessment tasks. It examines students’ perceived benefits or limitations from structuring reflective assessments in a Commerce WIL program at the University of Wollongong. Sixty-four students over two semesters responded to a questionnaire on their perceptions of structured reflective assessments in the Internship Program. The findings of the self-reported experiences were heterogeneous and indicative of the dominant themes relevancy and flexibility. We suggest these themes stem from a misalignment of assessment and reflective practice. Correcting this misalignment could be achieved by providing a balance of structured and unstructured reflective tasks. This study serves as an important reminder for WIL program administrators to examine their assessment strategy and decisions pertaining to structuring reflective assessments.; ;

/pdf/reflective-assessment-in-work-integrated-learning-to-i0joiyvv33.pdf

Reflective assessment in work-integrated learning: to structure or not to structure, that was our question

Industry is increasingly demanding graduates that are work ready. Preparing students that are not only technically competent but that also display the necessary soft skills for industry, presents a challenge for higher education. Experiential learning programs can offer students the opportunity to develop these skills and practice discipline knowledge, however for program sustainability higher education must meet the needs of its key stakeholders. This paper presents an intensive internship program that aims to supportively transition students into industry, while focusing on key stakeholder engagement. A beyond duty of care approach is presented through the design, structure and application of the program with emphasis on the student and industry partner.

/pdf/managing-the-transition-from-the-classroom-to-the-workplace-2fpb0sznhj.pdf

Managing the transition from the classroom to the workplace: Beyond the duty of care

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Assessment guiding learning: developing graduate qualities in an experiential learning programme

Reflective assessment in work-integrated learning: to structure or not to structure, that was our question

Managing the transition from the classroom to the workplace: Beyond the duty of care