OPINION: Helen Stephenson – Project Manager: Teaching and Learning
Work-integrated learning (WIL) provides a rich and complex learning space for all involved. For students this educational undertaking is often a high stakes emotional investment unlike any prior higher education studies. Recognising the increased prominence of WIL in all higher education disciplines this article explores the relationships and risks, for students’ educational outcomes and universities academic rigour, within WIL placements. The authors propose a collaborative governance approach, based on curriculum awareness and collegiality, as a mechanism to enhance students’ experiences and learning.
For those with a good grasp of the theory surrounding WIL this paper will reinforce your knowledge. What needs to be asked though is how are these theories evidenced in our practices? How effective are we at bringing theory and practice together to create optimal places and spaces for educational outcomes and partnerships? Where do opportunities exist to develop our performance and what is our plan to do so? Do we walk the talk?
I believe collaborative governance provides an opportunity for inclusive and effective WIL.
Full article can be found:
Strengthening attainment of student learning outcomes during work-integrated learning: A collaborative governance framework across academia, industry and students │ Asia-Pacific Journal of Cooperative Education (2017).
By Henderson, A., & Trede, F.