ACEN National Conference 2010 : Work Integrated Learning (WIL)
Author(s):
Australian Collaborative Education Network (ACEN) Incorporated.
Tahun:
2010
Kode:
EPR-0039
Item Type:
Proceeding
Additional Info:
These proceedings have been published by the Australian Collaborative Education Network (ACEN) Incorporated. Postal address: c/- Faculty of Sciences, Engineering & Health Central Queensland University, Bruce Highway, Rockhampton 4702, Queensland, Australia
ISSN/ISBN:
978-0-9805706-1-8
Abstract :
It was full papers of the Australian Collaborative Education Network (ACEN) National conference. Each paper represents a substantial contribution to the advancement of scholarship around workintegrated-learning in all its defined forms, such as cooperative education, service-learning, community engagement and participatory learning. Current trends in university practice are towards a greater focus on graduate employability and notions of work-readiness. Models of workintegrated-learning arguably respond to such demands with students developing across professional attributes, technical skills and critical agency through integrating the critical studies of the university and the practices of the worlds of work. As approaches such as these become more significant to the way universities respond to the demands of students and employers it is imperative that we build decisions and practices upon a sound body of research. This presents as one of the significant challenges affecting those that work in this space at universities.
Within this overarching challenge of research-based practice, current models of work-integratedlearning are challenged by the changing, and somewhat unknown, demands of students and employers. Within these proceedings there presents an interesting mix of papers attempting to unpack the experiences of students and the impact that their work-based learning experience has had on their broader views and approaches of learning; as well as those that consider the benefits, and challenges, of these experiences for employers. Work-integrarted-learning is most often concluded, within these papers, as having mutual benefit for the student, university and employer.
Given that there is an emerging trend towards models of work-integrated-learning becoming standard practice across universities and that there is evidence for the benefit of such practice, there presents a final challenge; namely, the capacity to locate and properly allocate places for students. Within the proceedings there are presented papers that present case studies of practices which respond directly to this challenge. These papers have developed models which may be translated across various institutions.
Within this overarching challenge of research-based practice, current models of work-integratedlearning are challenged by the changing, and somewhat unknown, demands of students and employers. Within these proceedings there presents an interesting mix of papers attempting to unpack the experiences of students and the impact that their work-based learning experience has had on their broader views and approaches of learning; as well as those that consider the benefits, and challenges, of these experiences for employers. Work-integrarted-learning is most often concluded, within these papers, as having mutual benefit for the student, university and employer.
Given that there is an emerging trend towards models of work-integrated-learning becoming standard practice across universities and that there is evidence for the benefit of such practice, there presents a final challenge; namely, the capacity to locate and properly allocate places for students. Within the proceedings there are presented papers that present case studies of practices which respond directly to this challenge. These papers have developed models which may be translated across various institutions.