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An institutional framework for scaffolding work-integrated learning across a degree

Journal Article


Abstract


  • Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs.

Publication Date


  • 2020

Citation


  • Dean, B., Yanamandram, V., Eady, M., Moroney, T., & O'donnell, N. (2020). An institutional framework for scaffolding work-integrated learning across a degree. Journal of University Teaching and Learning Practice, 17(4), 1-14.

Scopus Eid


  • 2-s2.0-85089842638

Start Page


  • 1

End Page


  • 14

Volume


  • 17

Issue


  • 4

Abstract


  • Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs.

Publication Date


  • 2020

Citation


  • Dean, B., Yanamandram, V., Eady, M., Moroney, T., & O'donnell, N. (2020). An institutional framework for scaffolding work-integrated learning across a degree. Journal of University Teaching and Learning Practice, 17(4), 1-14.

Scopus Eid


  • 2-s2.0-85089842638

Start Page


  • 1

End Page


  • 14

Volume


  • 17

Issue


  • 4