ethanporcaro/eric-fulltext-meta huggingface dataset:
Building an Excellent Foundation for Research: Challenges and Current Research Needs
Author: Zegwaard, Karsten E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Workplace Learning,Work Experience Programs,Educational Research,Research Needs,Evidence Based Practice,Program Design,Transformative Learning,Models,Supervisor Supervisee Relationship,Undergraduate Students,Research Opportunities,Technology Uses in Education,Professional Identity,Professional Development,Skill Development,Resilience (Psychology),Persistence,Motivation,Expectation

The delivery of research-informed education is a fundamental principle held by universities and is a principle that work-integrated education (WIL) should not be exempt from. In the 1980s and 1990s, critical reviews of the WIL literature suggested WIL research required significant development. Since these reviews were conducted a significant, well-developed body of literature has formed and increasingly WIL models of delivery are relying on research findings to inform program design. However, despite these successes, significant challenges and research gaps still exist. Authors in this &quot;APJCE&quot; special issue have given attention to a number of areas that present as challenges. The area of negative and neglected research findings are highlighted and the reexamining the nature of the relationship between the student and workplace supervisor has been discussed. A model of enabling transformative learning is presented and an investigation of the influence of WIL experiences on undergraduate student study direction choices has been reported. Other areas in need of further research attention are also discussed.
Exploring Stakeholders' Perspectives of the Influences on Student Learning in Cooperative Education
Author: Fleming, Jenny
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Education,Workplace Learning,Education Work Relationship,Case Studies,Stakeholders,Athletics,Recreation,College Students,Student Attitudes,Supervisors,Semi Structured Interviews,Questionnaires,Foreign Countries,Learning Motivation,Student Placement,Qualitative Research

Fundamental to cooperative education is a philosophical commitment to learning through the experience of work. The workplace can be viewed as a social environment and provides a context for learning that is very different from that provided within a university. The aim of this research was, through an interpretive case study, to explore the influences on student learning in a sport cooperative education context. Learning in the workplace was influenced by the direct guidance and support given by industry supervisors, as well as the attitude of the student. Academic supervisors facilitated the development of reflective practice and helped students to integrate the knowledge gained in both the university and workplace environments. Yet, through developing relationships and social interactions with workplace colleagues, students were able to learn about the culture and values and contributed towards deepening their understanding of what it means to be a professional in the sport and recreation industry.
Parliamentary Internships for Rural and Regional Students
Author: Beattie, Belinda
Date: 2015-00-00
Type: Journal Articles
Subjects: Internship Programs,Work Experience,School Business Relationship,Foreign Countries,Cooperative Learning,Rural Areas,Partnerships in Education,Undergraduate Students,Program Descriptions,Government (Administrative Body)

This paper reports on a work-integrated learning (WIL) internship program: a partnership between the Australian University of New England (UNE) and the New South Wales (NSW) Parliamentary Internship Program (PiP). In particular, it examines and proposes a tailored partnership or cooperative learning approach between university and industry with the student being central to the partnership so as to achieve the maximum fit and relevance to the environment in which the WIL operates. The paper recognizes and advances a rural-centric approach for rural and regionally based university interns in an effort to contribute to development of consensus of the WIL experience.
Learning through Work: How Can a Narrative Approach to Evaluation Build Students' Capacity for Resilience?
Author: Mate, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Work Experience,Personal Narratives,Professional Development,Correlation,Vignettes,Networks,Skill Development,Interviews,Professional Personnel,Foreign Countries

Some professionals have a conscious purpose-driven &quot;professional identity&quot; and others forge an identity over time and through various work experiences. This research draws on the narratives professionals at different life and career stages shared about their professional development. The findings highlight the importance attributed to resilience, among broader themes associated with building professional identity. Vignettes of the stories told by two of the participants are presented here to highlight ways in which resilience can be acquired, for example, by building networks and being adaptable. It is proposed that narrative analysis techniques could be used to build students' awareness and understanding of resilience when participating in work-integrated learning (WIL) experiences. In the same way that a resilience discourse emerged in the narratives of successful professionals, introducing the notion and language of work-related resilience to students may improve their chances of having successful, fulfilling and enduring careers. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]
Work-Integrated Learning in Vietnam: Perspectives of Intern Work Supervisors
Author: Bilsland, Christine
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,Internship Programs,Work Experience,Student Recruitment,Universities,Foreign Students,School Business Relationship,Role,Feedback (Response),Employee Attitudes,Business Administration Education,Undergraduate Students,Work Environment,Semi Structured Interviews

This paper addresses work-integrated learning program issues from the perspective of work supervisors of interns from a foreign university in an offshore market environment--Vietnam. Universities expanding their markets overseas must research all relevant aspects of the local environment when making operational expansion decisions, and continue research activities on an ongoing basis to ensure that program elements meet evolving local stakeholder requirements. At this stage in Vietnam, collaboration and communication between higher education and industry is rare. Therefore, this paper investigated work supervisors' perceptions of the university's work-integrated learning (WIL) program, and their views on their own role in the intern's learning process. Their feedback about how internship processes can be improved can help guide the foreign university in Vietnam (FUV) to continue to deliver effective work integrated learning in Vietnam, as well as offer insights useful for other universities running WIL courses in overseas locations. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]
Unintended Outcomes of University-Community Partnerships: Building Organizational Capacity with PACE International Partners
Author: Lloyd, Kate
Date: 2015-00-00
Type: Journal Articles
Subjects: Capacity Building,School Community Relationship,Community Involvement,Strategic Planning,Universities,Foreign Countries,Focus Groups,Sustainable Development,Partnerships in Education,Service Learning,Undergraduate Students,Workshops

Professional and Community Engagement (PACE) at Macquarie University provides experiential opportunities for students and staff to contribute to more just, inclusive and sustainable societies by engaging in activities with partner organizations. PACE International offers a range of opportunities with partners overseas. Underpinning PACE is a commitment to mutually beneficial learning and engagement. To align with this commitment, PACE-related research engages partner perspectives and those of students and academics. The dearth of scholarly research on partner perspectives of community engagement (Bringle, Clayton &amp; Price, 2009) underscores this imperative. Drawing on interviews and focus groups with partner representatives this article examines some of the apparently unexpected benefits of engagement with PACE that community partners report have contributed to their improved organizational capacity. We conclude by speculating that what can be perceived by universities as unexpected and unplanned by-products of student engagement, may actually be intended and strategically planned outcomes of community partners. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]
Building Capacity for Work-Readiness: Bridging the Cognitive and Affective Domains
Author: Bandaranaike, Suniti
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Capacity Building,Career Readiness,Cognitive Ability,Affective Behavior,Workplace Learning,Vocational Education,Experiential Learning,Employment Potential,Job Skills,Skill Development,Statistical Analysis,Emotional Development,College Students,Student Attitudes,Employer Attitudes,Outcomes of Education,Hypothesis Testing,Gender Differences,Age Differences,Intellectual Disciplines,Work Experience

Teaching for work-integrated learning (WIL) competency is largely directed at delivering knowledge based cognitive skills with little emphasis on affective skills. This study looks at empirical evidence of WIL students through their understanding of the cognitive and affective domains. The research is based on a validated employability framework, the work skills development framework (Bandaranaike &amp; Willison, 2009), to assess core employability competencies of 138 WIL students and feedback from 111 employers. Statistical analysis was used to compare variations in the application of cognitive and affective skills. The study concluded that whilst overall students had limited understanding of affective skills, employers emphasized the need for greater affective skills in the workplace. In order to unlock the potential of the cognitive skills and for a deeper understanding of affective skills, this research introduces the concept of emotional work-readiness as a pathway for building work-readiness capacity. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]
Enhancing Capacity for Success in the Creative Industries: Undergraduate Student Reflections on the Implementation of Work-Integrated Learning Strategies
Author: Daniel, Ryan
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Reflection,Program Implementation,Learning Strategies,Foreign Countries,Workplace Learning,Higher Education,Curriculum,Feedback (Response),Learner Engagement,Creativity,Internship Programs,Case Studies,Artists,Integrated Activities,Theater Arts,Art

This article reflects on ongoing research-led teaching in the area of creative industries in higher education. Specifically it reports on key work-integrated learning strategies designed to better prepare graduates for the employment sector. The creative industries sector is complex and competitive, characterized by non-linear career paths driven by the individual. Following contextualization of the key issues, a core creative industries subject and curriculum is described, which requires students to engage directly with industry practitioners via internships or case studies. In order to interrogate the impact of these activities, a sample of final reflections as well as formal student feedback on the subject were analyzed in order to draw out key themes in relation to student learning and understanding. Analysis of these data propose that direct engagement with practitioners assists students in developing new knowledge of the capacities they will require for a sustainable career. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]
Where There Is a WIL There Is a Way: Using a Critical Reflective Approach to Enhance Work Readiness
Author: Wingrove, Dallas
Date: 2015-00-00
Type: Journal Articles
Subjects: Career Readiness,Enrichment Activities,Intervention,Program Administration,Experiential Learning,Reflection,Curriculum Design,Student Journals,Student Attitudes,Participant Satisfaction,Integrated Activities,Teaching Methods,Relevance (Education),College Students,Foreign Countries

Creating authentic learning experiences that prepare students for their future work in an ever-changing workforce represents a key challenge in higher education. One key way to enable the integration of learning and work is to foster students' capacity for critical reflection and reflexive thinking. This paper seeks to contribute to knowledge of how to foster the integration of learning and work and presents a case-study of a work integrated learning curriculum intervention within the discipline of project management. We explore how to authentically integrate learning and work by creating learning for students that deepens and broadens their critical understandings of their future profession and role as professional practitioners. We apply thematic analysis to students' reflective journals to explore their shifting perceptions of professional practice, and discuss how these findings may be applied to more authentically foster students' preparation for professional practice. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]
Embedding of Authentic Assessment in Work-Integrated Learning Curriculum
Author: Bosco, Anna Maria
Date: 2014-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Performance Based Assessment,Integrated Activities,Learning Activities,Workplace Learning,Curriculum Development,Higher Education,Foreign Countries,Qualitative Research,Statistical Analysis

Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic student evidence is critical. Irrespective of whether authentic learning tasks can be achieved in the education or workplace settings, the imperative of why an assessment is regarded as highly or minimally authentic needs to be better understood. The literature doesn't clearly describe such parameters for assessments, nor does comprehensive course review (CCR) use a structured framework to analyze WIL assessments in curriculum. An Authentic Assessment Framework (AAF) was designed to assist this gap in CCR and piloted at Curtin University to enable a consistent approach across programs and disciplines. This paper describes the process for developing that framework, highlighting the effectiveness in engaging WIL practitioners and informing authentic curriculum development.
The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum
Author: Abeysekera, Indra
Date: 2015-00-00
Type: Journal Articles
Subjects: Accounting,Student Attitudes,Preferences,Teaching Methods,Instructional Effectiveness,Integrated Activities,Experiential Learning,Conventional Instruction,Case Method (Teaching Technique),Hypothesis Testing,Predictor Variables,Intermode Differences,Computer Assisted Instruction,Business Administration Education,Foreign Countries

The role of work-integrated learning in student preferences of instructional methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of instructional methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a high power distance society, Sri Lanka. Two hundred and ninety-seven accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students' preferences of traditional, interactive, and case-study-based group instructional methods. All students least preferred the traditional instructional method across all courses. All students most preferred the interactive instructional method for high algorithmic courses. However, work-integrated learning students most preferred instructional methods that differ from other students for lower algorithmic courses. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum.
What's in a Name? A Reference Guide to Work-Education Experiences
Author: Gardner, Phil
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Education Work Relationship,Internship Programs,Practicums,Cooperative Education,Classification,Definitions,Workplace Learning,Vocational Education,Training,Continuing Education,Career Education,Technical Education,Job Placement,Active Learning,Student Projects,Experiential Learning,Professional Development,Civics,Delivery Systems,Job Shadowing

Although a multitude of programs in higher education integrate formal pedagogy with practical work experience (e.g., internships, practicum, and cooperative education), their underlying logic is largely the same: to enhance the value of the learning experience through an integration of work and education. To date, however, there appears to be no generally accepted term to describe the overall category of programs. Without reference to a general descriptor, researchers and practitioners may find it more difficult to fully understand and appreciate the differences and similarities among the myriad of programs. The purpose of this article, therefore, is twofold: (1) to propose an umbrella term that describes the overall category of programs and (2) to provide a reference guide that describes the fundamentals of each program. In doing so, this article is intended to contribute to this important discussion.
The Influence of Work-Integrated Learning on Motivation to Undertake Graduate Studies
Author: Zegwaard, Karsten E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Integrated Activities,Experiential Learning,Academic Aspiration,Learning Motivation,Graduate Study,Cooperative Education,Science Education,Job Placement,Graduate Students,Student Attitudes,Semi Structured Interviews,Career Development,Career Guidance,Self Efficacy,Student Educational Objectives,Foreign Countries

There has been concern around the lack of postgraduate qualified scientists and engineers (e.g., Gago et al., 2004; Koslow, 2005; Lovitts &amp; Nelson, 2000). However, to be effective in increasing the number of science postgraduates, a greater understanding of why students go on to do graduate studies must be developed. Presented here is a study on the views held by science graduates from a cooperative education (co-op)/work-integrated learning (WIL) degree, who are currently undertaking graduate studies, on how their work placements influenced their decision to do further studies. These graduates cited greater awareness of career prospects and the experience of doing research during their work placement as motivators to carry on with graduate studies. These graduates also indicated an awareness of hierarchy within the workplace and were motivated to undertake graduate studies so they can obtain careers at these higher levels. The research findings suggests that the perhaps traditional views held by some co-op practitioners and faculty, where co-op students are directed readily into the employment sector, may be a too limiting view of co-op/WIL.
Better Prepared, Better Placement: An Online Resource for Health Students
Author: Grace, Sandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Access to Information,Supervisors,College Students,Health,Health Sciences,Student Placement,Work Environment,Professional Development,Program Effectiveness,Pilot Projects,Program Evaluation,Allied Health Personnel,Statistical Analysis,Online Surveys,Qualitative Research,Interviews,Focus Groups,Foreign Countries

Despite calls for better preparation of students and supervisors for clinical placement, few dedicated pre-placement resources have been developed. The aim of this project was to design, pilot, and evaluate an online resource to prepare health students and supervisors for clinical placements. Development of an online resource was informed by the literature and results from a preliminary scoping study. The resource was piloted with students in five health disciplines. Preparation for placement was facilitated by learning plans, negotiated between students, supervisors and clinical placement coordinators; an innovative suite of clinical scenarios designed to prepare students for ethical and emotional challenges that could arise on placement; and a suite of professional development resources for supervisors. Study participants confirmed the educational value of the &quot;Better Prepared Better Placement&quot; resource as a tool for preparing health students and supervisors for clinical placement. Strategies to encourage full engagement with the resource can facilitate emotional and social learning.
Quality of Clinical Education--A Three-Year Follow-Up among Undergraduate Nursing Students in Finland and Sweden
Author: Melender, Hanna-Leena
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nursing Students,Undergraduate Students,Clinical Teaching (Health Professions),Educational Quality,Followup Studies,Comparative Analysis,Student Experience,Behavioral Objectives,Questionnaires,Reflection,Learning,Statistical Analysis,Likert Scales,Factor Analysis

The purpose of this study was to compare the experiences of a group of Swedish and two Finnish groups of student nurses (n = 86) on the quality of clinical education over time. The data was collected using an instrument including four factors. In the comparison of the years 2009, 2010 and 2011/2012 (n = 86), there were no statistically significant differences between years in the whole data. In year 2009 Swedish students (n = 41) evaluated clinical preception and learning in clinical education lower than Finnish students (n = 45). In the year 2010 Finnish students' evaluated clinical preception lower than Swedish students. In year 2011/2012 Swedish students evaluated learning objectives in clinical education lower than Finnish students. The follow-up group and the dropout group did not differ from each other regarding the background variables or reports on the quality of clinical education.