ethanporcaro/eric-fulltext-meta huggingface dataset:
Integration of Practice Experiences into the Allied Health Curriculum: Curriculum and Pedagogic Considerations Before, during and after Work-Integrated Learning Experiences
Author: Nagarajan, Srivalli Vilapakkam
Date: 2015-00-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Workplace Learning,College Curriculum,Integrated Curriculum,Clinical Experience,College Instruction

Work-integrated learning (WIL) is an essential component of all allied health university courses. In allied health, learning that occurs during WIL experiences and the relationship between academic and WIL experiences are not well understood. Good integration of WIL experiences into the allied health curriculum is key to realizing the full educational worth of WIL experiences and ensuring good student learning outcomes. This paper will use Billett's theoretical framework (Billett, 2009) for the educational value of integrating practice experiences with academic experiences and discuss how his framework could be applied to improve integration of WIL experiences in allied health. Curriculum and pedagogic considerations for allied health academics that need to be considered prior to, during and after the WIL experiences are discussed. The challenges to the integration of academic and WIL experiences that occur inside and outside universities are described. Suggestions and recommendations for better integration of academic and WIL experiences before, during and after placements are provided.
Student-Led Services in a Hospital Aged Care Temporary Stay Unit: Sustaining Student Placement Capacity and Physiotherapy Service Provisions
Author: Nicole, Madelyn
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Service Learning,Work Experience Programs,Hospitals,Geriatrics,Student Placement,Physical Therapy,Universities,Partnerships in Education,Barriers,Program Implementation,Mixed Methods Research,Interviews,Medical Students,Clinical Experience,Supervision,Models,Innovation,Content Analysis,Scores,Case Studies,Satisfaction,Stress Variables,Departments,Social Support Groups,Outcomes of Education

Through a collaborative university-hospital partnership, a student-led service model (SLS-model) was implemented to increase student placement capacity within a physiotherapy department of a 150 bed Sydney hospital. This study investigates the perceived barriers and enablers to increasing student placement capacity through student-led services (SLS) and the outcomes for hospital stakeholders and the university. Using mixed methods design, investigators interviewed nine clinical educators and surveyed thirty-four students over a ten month period to identify perceived barriers and enablers, clinical supervision models, experiences, support, and strategic innovations to increase student placement capacity. Content analysis of the interviews and quantitative visual analogue scores were statistically analyzed. Results demonstrate that student placement capacity increased by 212.5% at this hospital. Barriers and enablers included: student and clinical educator characteristics; placement support; workload and SLS-model context. Despite the perceived barriers challenging SLS implementation, enablers facilitated the SLS-model to increase healthcare service provision and increase student placement capacity for physiotherapy students at this hospital.
A Lifespan Perspective on Cooperative Education Learning: A Grounded Theory
Author: Linn, Patricia
Date: 2015-00-00
Type: Journal Articles
Subjects: Grounded Theory,Cooperative Education,Vocational Education,Interviews,Educational Practices,Career Exploration,Mixed Methods Research,College Graduates,Alumni,Questionnaires,Employment Level,Archives,Influences,Interaction,Reflection,Cooperative Learning,Participation,Self Efficacy,Social Values

This qualitative study sits at the intersection of two trends in vocational education. The first trend is a narrative approach to understanding cooperative education learning; the second is a movement away from career development theories toward the view that individuals use work experiences to help construct their lives. Both trends view learning as situated in social contexts and suggest narratives to discover the meanings individuals make of work experiences. A lifespan approach using interviews at or near retirement was employed to add a long developmental trajectory to the study of how cooperative education learning served one group of students across decades. A grounded theory of cooperative education learning was discovered through analysis of two sets of archived data. The theory explored the phenomenon via causal conditions, attributes, strategies, and consequences. The lifespan approach supports other literature in questioning some current practices in cooperative education and emphasizes some of the important contributions that co-op makes to long-term learning.
Issues and Strategies for Establishing Work-Integrated Learning for Multidisciplinary Teams: A Focus on Degrees in Sustainability
Author: Wilson, Robyn Fay
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainability,Integrated Activities,Interdisciplinary Approach,Semi Structured Interviews,Questionnaires,Undergraduate Study,Administrator Attitudes,Cooperative Education,Experiential Learning,Student Placement,Change Strategies,Barriers,Team Training,Foreign Countries

This study was conducted to identify challenges and potential strategies to streamline work-integrated learning placements for multidisciplinary teams of students undertaking degrees in sustainability. Face-to-face interviews using a semi-structured questionnaire were conducted with 15 academics and senior university staff, from four universities in Australia, who had extensive experience conducting WIL programs for undergraduate students. Key findings were that placing small teams of students was uncommon but partnerships with established specific professional vocational degrees are feasible. Management of multidisciplinary teams require four components: a central portal with a designated person(s) to coordinate and oversee all WIL programs; a university committee with representatives from each school and a chair that rotates between schools to vet WIL projects; a generic work-ready skills program that commences in the first year; and a project-based WIL placement with students self-mentoring and host supervisors providing generic supervision.
Quality Policy and the Role of Assessment in Work-Integrated Learning
Author: Yorke, Jon
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Policy,Cooperative Education,Experiential Learning,Educational Quality,Academic Standards,Outcome Measures,Educational Practices,Barriers,Global Approach,Educational Development,Educational Change,Standard Setting,Grading,Higher Education,Foreign Countries

This paper examines higher education quality policy developments internationally (U.K., U.S.) and in Australia with respect to the role of learning standards and assessment in work-integrated learning. Whilst remaining located primarily within the Australian higher education context, the paper briefly identifies some of the more influential global drivers and identifies how they play a significant role in shaping national agendas. The second part of this paper traces the development of quality policy in Australian higher education with respect to learning standards, and in particular it focuses on the policy intention to develop 'direct measures' of learning, which, it is argued, is potentially detrimental to work-integrated learning (WIL). The third part of this paper analyses key tensions associated with learning standards in terms of the assessment practices used to warrant them, identifying specific challenges in the context of WIL. The final section of the paper draws together these issues, identifying a number of implications and opportunities for the assessment of WIL in the current Australian quality policy environment.
Assessment of Student Outcomes from Work-Integrated Learning: Validity and Reliability
Author: Smith, Calvin
Date: 2014-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Student Evaluation,Integrated Activities,Cooperative Education,Test Validity,Test Reliability,Measurement Objectives,Test Format,Work Experience,Skill Development,Skill Analysis,Praxis,Educational Practices,Outcome Measures

In this article the issues of validity and reliability in the assessment of the learning outcomes of WIL curricula are considered. An argument is made that there are three classes of learning outcome for WIL curricula: experience of the work-world; the development or refinement of skills; and the application of disciplinary knowledge in work contexts. It is noted that the protocols for assessing the first two of these outcome classes have a longer history and are better developed, in terms of established validity and reliability, than those for assessing the third outcome class. An elaboration is then made of the scope and meaning this third class of outcome, and it is argued that the naïve notion of &quot;application&quot; can be developed fruitfully in terms of three requirements that force the explicit integration of theory and practice: (1) interpretations of the setting; (2) predictions about the impacts of possible future action scenarios therein; and (3) action choices. When all three are justified by reference to disciplinary canonical knowledge and theory a strong case can be made that students have successfully integrated theory and practice. This idea is developed and a generic rubric is proffered that may be of use to WIL curriculum designers and assessors.
Creativity as a Desirable Graduate Attribute: Implications for Curriculum Design and Employability
Author: Rampersad, Giselle
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Student Characteristics,Creativity,Curriculum Design,Employment Potential,Pilot Projects,Student Attitudes,Employee Attitudes,Leadership,Work Experience Programs,Science Education,Engineering Education,Personality Traits,Leadership Styles,Self Efficacy,Experiential Learning,Skill Development,Qualitative Research

A wide range of graduate attributes are listed, categorized and prioritized by different higher education institutions. However, one attribute that is less visible in the literature is creativity. In the current study, creativity has emerged as a desirable graduate attribute among students and employers. This paper presents an exploratory discussion framed around a pilot study that examines student and employer perceptions on how creativity in leadership can be developed through a work-integrated learning approach for innovation and enterprise students in a science and engineering program. Key outcomes are discussed suggesting that notions of creativity have evolved from first generation concepts of creativity as an artistic, complex trait of gifted individuals toward a higher level of development to second generation concepts of creativity as a purposeful, collaborative process. Creativity in leadership emerged as a desirable graduate attribute.
Developing On-Campus Work-Integrated Learning Activities: The Value of Integrating Community and Industry Partners into the Creative Arts Curriculum
Author: Fleischmann, Katja
Date: 2015-00-00
Type: Journal Articles
Subjects: Art Education,Workplace Learning,Learning Activities,School Community Relationship,School Business Relationship,Career Readiness,Job Skills,Partnerships in Education,College Curriculum,Student Projects,Active Learning,Undergraduate Students,Foreign Countries,Statistical Analysis,Qualitative Research,Interviews,Student Surveys,College Faculty

Work-integrated learning (WIL) is increasingly identified as essential to helping creative arts students' transition from university into the creative industries workplace. Off-campus activities, such as work placements, play a major role in educating work-ready graduates. At the same time, increasing enrolment numbers in creative arts education put pressure on institutions, in particular on campuses in regional areas where the local creative industry sector is usually small and unable to provide enough relevant work placements. Viable alternatives were explored by investigating on-campus WIL activities in creative arts education and how to offer students the opportunity to develop work-ready skills on-campus. Consequently, community and industry partners in various roles (e.g. client, industry advisor/mentor) were directly integrated into the creative arts curriculum and trialed over a period of two years. The benefits and insights gained by students through undertaking a client-based project and contact with industry professionals were investigated and are discussed in this exploratory study.
Assessing the Immeasurables of Practice
Author: Higgs, Joy
Date: 2014-00-00
Type: Journal Articles
Subjects: Integrated Activities,Workplace Learning,Evaluation,Professionalism,Foreign Countries

This paper examines a significant challenge facing students and educators in work-integrated learning (WIL), the learning and assessment of practice immeasurables. Often student assessment focuses on the overt and those aspects of practice that are readily observable and measurable. Educators also need to look at those aspects of practice which are less observable and less measurable, particularly by typical assessment tools, because the immeasurables of practice are deep, fundamental, and critical aspects of successful, professional and person-centered practice.
Moving through Moodle: Using E-Technology to Enhance Social Work Field Education
Author: Hay, Kathryn
Date: 2014-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Technology Uses in Education,Educational Technology,Social Work,Field Experience Programs,Foreign Countries,School Community Relationship,Communities of Practice,Caseworkers,Teaching Methods,Higher Education,Distance Education,Technological Advancement,Electronic Learning

At Massey University, New Zealand, the Moodle program was introduced as an institutional innovation to support and enhance teaching and learning. Within the social work field education program Moodle has been embraced as an opportunity to creatively advance current educational practices. The development of a meta-site for field education enables greater connections between the university and the community. This paper explores the perspectives of field educators and academic staff on the opportunities and challenges associated with on-line learning in field education. Specifically it assesses the value of this Moodle site and considers ways in which the current innovation can be further developed.
Planning the Journey to Best Practice in Developing Employability Skills: Transnational University Internships in Vietnam
Author: Bilsland, Christine
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internship Programs,Employment Potential,Job Skills,Workplace Learning,Undergraduate Students,Business Administration Education,Supervisors,Student Evaluation,Likert Scales,Questionnaires

Currently, there is little research into how Western universities can establish and implement effective WIL (Work Integrated Learning) in their offshore campuses. Given global concern with university graduates' general work-readiness, combined with a need for foreign universities to deliver relevant outcomes to its offshore students, greater insight is needed. This paper examines WIL in an offshore education context. It reports results from work supervisor evaluations of interns in a foreign university that delivers its WIL/internship program to undergraduate business degree students in Vietnam. Although preliminary results indicate that work supervisors are generally satisfied with intern performance on employability skill measures, the authors propose further research that would enable universities to deliver locally relevant WIL programs. The paper concludes by proposing WIL research initiatives aimed at incorporating richer communication and involvement with the company representatives/ frontline supervisors; understanding relevant factors of importance held by industry; and building closer connections with industry.
Eportfolios as Evidence of Standards and Outcomes in Work-Integrated Learning
Author: Ferns, Sonia
Date: 2014-00-00
Type: Journal Articles
Subjects: Evidence,Case Studies,Performance Based Assessment,Foreign Countries,Outcomes of Education,Workplace Learning,Integrated Activities,Higher Education,Postsecondary Education,Portfolios (Background Materials)

Electronic portfolios (ePortfolios) are a student focused tool which support and evidence work-integrated learning (WIL) experiences and capabilities in a tertiary education setting. Such settings are increasingly faced by a regulatory framework requiring evidence of student competency and skill acquisition. The commitment of educational institutions to integrate WIL in programs of study has driven the development of electronic portfolios using various platforms. This paper will discuss how the ePortfolio has evolved in response to the WIL agenda and its potential to capture authentic assessment and evidence competencies far beyond the traditional academic transcript. The value of an electronic repository of artefacts for students in the transition from institution to employment is highlighted, and the potential benefits of employers' involvement in the future direction of ePortfolios are discussed. A case study approach is employed to articulate the possibilities and challenges of achieving institutional acceptance, support and implementation of ePortfolios.
Realizing the Professional Within: The Effect of Work Integrated Learning
Author: MacDonald, Kirsten
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,Job Skills,Professional Identity,Internship Programs,Work Experience,Longitudinal Studies,Student Surveys,Student Attitudes,Self Esteem,Skill Development,Foreign Countries

With a government agenda to increase university participation, and larger numbers of students being &quot;first-in-family&quot; to attend university, students have a limited understanding and appreciation of their chosen profession. Adverse implications include reduced motivation towards study and non-appreciation of the required skills to succeed in the work force. Work integrated learning (WIL) can provide these career skills and understanding. This article analyses whether students undertaking an external off-campus internship in their 2nd and 3rd years of a business degree assists in &quot;realizing the professional&quot; within. Building on prior research for 1st year students, the article examines the effects on students' professional skills and professional identity of an off-campus internship while studying part-time. The results demonstrate the important role of WIL, with WIL students demonstrating greater improvement in professional skills and professional identity. Resources for WIL should be provided to conform to the government's aspiration for greater university participation.
Benefits to Host Organizations from Participating in Internship Programs in Botswana
Author: Mgaya, Klodwig
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internship Programs,Cooperative Education,Experiential Learning,Employer Attitudes,Community Benefits,Factor Analysis,Social Responsibility,Institutional Advancement,Cost Effectiveness,Adoption (Ideas),Business Administration Education,Stakeholders,Questionnaires,Statistical Analysis,Likert Scales

Across the globe internship programs have gained the attention of many tertiary institutions. Many researchers have found the internship programs to be beneficial to the students, tertiary institutions and host organizations. The Faculty of Business at the University of Botswana runs an internship program which attaches students to various organizations for a period of ten weeks. This study presents the views of host organizations on their commitment to continue supporting the internship program and the structure of benefits that they get from it. Closed and open-ended questions were used to collect the views and an exploratory factor analysis was used to analyze the responses. The findings suggest that host organizations benefit in four ways: fulfillment of corporate social responsibility, enhancement of corporate image, gaining of new idea, and cost savings.
Developing an Objective Structured Clinical Examination to Assess Work-Integrated Learning in Exercise Physiology
Author: Naumann, Fiona
Date: 2014-00-00
Type: Journal Articles
Subjects: Exercise Physiology,Competence,Test Construction,Work Experience,Tests,College Students,Professional Personnel,Communication Skills,Job Skills,Statistical Analysis,Feedback (Response),Content Validity,Test Validity,Test Reliability,Foreign Countries

This paper aims to develop a valid method to assess the key competencies of the exercise physiology profession acquired through work-integrated learning (WIL). In order to develop a competency-based assessment, the key professional tasks needed to be identified and the test designed so students' competency in different tasks and settings could be assessed. The objective structured clinical examination (OSCE) was adopted for this purpose. Key competencies for practice were identified by clinical academics, practicing accredited exercise physiologists (AEPs), and by a review of the exercise physiology scope of practice document. Final year exercise physiology students who had completed professional placements participated in three pilot OSCEs. Content validity was evaluated following feedback from students and staff, and test results were analyzed to confirm reliability. Key competencies were grouped within the domains of communication, clinical and procedural skills, and technical proficiency. The results indicate that the OSCE is a valid and reliable method of assessment of the key professional competencies of exercise physiology students acquired through WIL.
Preparing Medical Students as Agentic Learners through Enhancing Student Engagement in Clinical Education
Author: Richards, Janet
Date: 2013-00-00
Type: Journal Articles
Subjects: Medical Students,Clinical Experience,Learning Experience,Learner Engagement,Epistemology,Cooperative Education,Experiential Learning,Qualitative Research,Interviews,Independent Study,Self Efficacy,Assertiveness,Resilience (Psychology),Integrated Curriculum,Student Attitudes,Foreign Countries

Preparing medical students to be agentic learners is held to be increasingly important. This is because beyond sequencing, enhancing and varying of experiences across university and health care settings, medical students require epistemological agency to optimize their learning. The positioning of students in these settings, and their engagement with these is central to effective medical education. Consequently, when considering both the processes and outcomes of individuals' learning to become a doctor, it is helpful to account for the interrelated pedagogical factors of affordance, guidance, and engagement. This paper focuses on the last set of concerns--the student's engagement--with particular consideration to how they shape the relations between what experiences are afforded through the medical program and how they elect to engage with them. Evidence from a qualitative study is used to present five salient factors that are central to assist medical students prepare as agentic learners.