ORCID Profile
0000-0002-2764-4418
Current Organisations
Monash University
,
Deakin University
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Publisher: Deakin University
Date: 03-05-2019
DOI: 10.21153/JTLGE2019VOL10NO1ART784
Abstract: This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-C us (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the ‘imposed’ changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.
Publisher: Deakin University
Date: 13-12-2017
DOI: 10.21153/JTLGE2017VOL8NO1ART670
Abstract: In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A ‘WIL Leadership Framework’ underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL ch ions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were ‘hunted-out’ and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment ex les, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL ch ions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.
Publisher: Higher Education Research and Development Society of Australasia Inc
Date: 28-09-2023
Publisher: Informa UK Limited
Date: 21-03-2020
Publisher: Informa UK Limited
Date: 15-03-2022
No related grants have been discovered for Karen Young.