WIL in Scienceprogress in growing WIL

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Professor Liz Johnson, ACDS & Deakin Prof John Rice, ACDSProf Cristina Varsavsky, MonashProf Jo Ward, CurtinProf Malcolm Campbell, DeakinDr John Holdsworth, NewcastleDr Deanne Skelly, GriffithDr Trina Jorre de St Jorre, DeakinDr Jo Elliott, DeakinJen Aughterson, Deakin

Expectations: career outcomes … work-ready graduates

Deakin University CRICOS Provider Code: 00113BInternational Student Survey 2017 https://www.internationalstudentsurvey.com/

Australian Financial Review

Employability vs employment: a utilitarian view

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Employability means that students acquire the skills, understandings and personal attributes that make them more likely to secure employment and be successful in their chosen occupations to the benefit of themselves, the workforce, the community and the economyMantz Yorke 2009

Can you do the job? Did you get the job?

What can universities contribute?

More about this debate … Tymon (2013) Studies in Higher Education, 2013 Vol. 38, No. 6, 841– 856

Work integrated learning: a path to better employability

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Work-integrated Learning (WIL) is aimed at improving the employability of graduates by giving them valuable practical experience which is directly related to courses being studied at university. WIL also improves the transition from university to work and productivity outcomes for the employer and the economy.National Strategy on Work Integrated Learning in University Education, 2015

…but availability is not consistent

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Edwards et al (2015) http://www.chiefscientist.gov.au/2015/08/report-work-integrated-learning-in-stem-in-australian-universities/

WIL in Science project

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Leadership for WIL (2015-2016)

Successful WIL (2016-2018)

WIL in Science: growing WIL in science degrees

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Creating a space

Exploring the territory

Learning with peers

Learning from partners

The Brains Trust

WIL in Science Leadership network

Case studies

Regional nodes: CoP

Student voice researchIndustry Advisory Group

WIL in Science Guide (online resources)

WIL Guide for Science: http://www.acds-tlcc.edu.au/wil-guide-for-science/

WIL Guide for Science: Case studieshttp://www.acds-tlcc.edu.au/publications/case-studies-of-successful-wil/

WIL in Science: Regional nodes

Contacts: Vic: cristina.varsavsky@monash.edu WA: J.Ward@curtin.edu.auQld: d.skelly@griffith.edu.auNSW: john.holdsworth@newcastle.edu.au

Queensland

Victoria

WANSW

Local community of practice• Workshops to share practice• Workshops with WIL experts• Publications: ACEN

Focus themes:Assessment practice (Vic)Assessment stds & quality (Qld)Faculty leadership (WA)Standards for WIL (NSW)

Student Voice Research

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Research questions:How can we make engagement with WIL a priority for science students? How can we make WIL experiences meaningful to science students?

Stage 1: WIL specialist perspectivesN = 23 (13 universities)

•Teaching a WIL unit or program•Developing or growing WIL in faculty•Supporting WIL•Engaging industry•Championing WIL

Stage 2: Science student focus groupsN = 139 (4 universities)27 focus groups + 9 interviews

• Mix of science and science speciality programs• Cross-year level• +/- experience of WIL• Discussion is a learning experience

Student Voice Research - findings

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WIL specialists identify challenges and opportunities:• Consistent, repeated and explicit communication embedded within the course• Assessment that links learning to the course and employment• Activities that help students make meaning through reflection and articulate and

evidence their learning

Science student feedback identifies action to encourage students to engage with WIL: • Talk to students about WIL throughout their course• Make it easier for students to find information on WIL• Embed and scaffold WIL throughout courses• Make use of the full range of WIL activities

Work-integrated learning: shared responsibility

University Industry Students

Leadership Prioritize WIL Learning culture Mentor Peers

Design & develop Embed, link, support Industry perspectives Learning needsRelationships Depth, breadth & clarity Open to multi-form relationships Link partnersLogistics & support CRM, legal, safety Negotiate constraints Active partnerInduction Training Treat student as a new employee Personal goalsDelivery Academic supervision Supervise WIL activity Adapt & interpretAssessment & feedback Meaningful assessment

and feedbackCo-assess performance and provide meaningful feedback

Reflect and align to career

Evaluation Co-ordinate QA Reflect and advise Constructive feedback

Clear understanding of roles and responsibilities to build partnerships…

Next steps..

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Final report: August 2018

Snapshot audit of WIL practice in Science Faculties(building on National WIL Audit)

2018 WIL in Science Forum: Friday December 7, 2018

Thanks to members of the WIL in Science network, regional nodes and the generous staff and students who shared their thoughts and experiences.