Abstract
University teaching is complicated by competing pressures on academic staff. Imperatives including research, and engagement with community are just two of the myriad pressures that academics balance in careers of full workloads and shifting external demands. This chapter highlights the tensions inherent in the introduction of new priorities, in this case, practice-based learning. It provides a case study of a single institution and offers a perspective on successful implementation that includes consideration of workload, resourcing and a shared vision for pedagogical change.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
WIL data in the 2007 report was collated within the context of the then Department of Education Science and Training (DEST) Administrative Guidelines for providers: student support, which effectively categorised WIL as non-Work Experience in Industry (WEI) topics/units. This provided a clear context, but applied only to external activities, eg placements, field studies etc.
References
Australian Collaborative Education Network. (2014). Work-integrated learning—strengthening university and business partnerships. http://acen.edu.au/wp-content/uploads/2013/03/WIL-statement-of-intent.pdf. Accessed 29 March 2014.
Burge, L. (2012). Infinite possibilities: Exploring opportunities for non-traditional students to become global citizens. Widening participation and lifelong learning, 13, 6–18.
Cooper, L., Orrell, J., & Bowden, M. (2010). Work integrated learning: A guide to effective practice, Hoboken Taylor & Francis, Hoboken, New York.
Deming, W. E. (1950). Elementary principles of statistical control of quality, Nippon Kagaku Gijutsu Renmei, Tokyo, Japan.
Flinders University. (2009a). Course and Curriuculum Restructure and Renewal, Adelaide.
Flinders University. (2009b). Inspiring Flinders future: strategic plan 2010–2014, Adelaide.
Flinders University. (2010a). Administrative procedures for student work-integrated learning placements. http://www.flinders.edu.au/ppmanual/teaching-course-management/admin-proceed-for-student-wil-placements.cfm. Accessed 31 May 2012.
Flinders University. (2010b). Guidelines for the design and delivery of work-integrated learning topics. http://www.flinders.edu.au/ppmanual/teaching-course-management/guidelines-design-work-integrated-learning.cfm. Accessed 31 May 2012.
Flinders University. (2010c). Work-Integrated Learning Policy. http://www.flinders.edu.au/ppmanual/policySecretariat/workintegratelearn.html. Accessed 18 April 2012.
Flinders University. (2011). Teaching and learning plan 2011–2014, Flinders University
Fullan, M. (2007). The new meaning of educational change. Teachers College Press, New York.
Griffith University. (2007). Work-integrated learning academic workload recognition. A report by the work-integrated learning community of practice.
Lomax-Smith, J., Watson, L., & Webster, B. (2011). Higher education base funding review: Final report, DEEWR, Canberra.
McCurdy, S. & Zegwaard, K. (2009). Faculty voices: What faculty think about work-integrated learning. Journal of Cooperative Education, 43(1), 36–53.
McLennan, B., & Keating, S. (2008). Work integrated-learning, paper presented to NAGCAS National Symposium, Melbourne, Australia, June.
Norton, A., Sonnemann, J., & Cherastidtham, I. (2013). Taking university teaching seriously, 978-1-925015-42-3, Grattan Institute
Orrell, J., Cooper, L., & Jones, R. (1999). Making the practicum visible, paper presented to HERDSA 22nd Annual Conference, Melbourne, Australia, 12–15 July 1999. http://www.herdsa.org.au/wp-content/uploads/conference/1999/pdf/Orrell.PDF. Accessed 12–15 July 1999
Patrick, C-J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008). The WIL (work integrated learning) report: A national scoping study, Queensland University of Technology, Brisbane.
Smigiel, H. & Harris, J. (2007). Audit of work integrated learning programs at Flinders University, Adelaide.
Smigiel, H. & Macleod, C. (2010). Maintaining the momentum, paper presented to ACEN Conference, Perth, Australia.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Netherlands
About this chapter
Cite this chapter
Smigiel, H., Macleod, C., Stephenson, H. (2015). Managing Competing Demands in the Delivery of Work Integrated Learning: An Institutional Case Study. In: Kennedy, M., Billett, S., Gherardi, S., Grealish, L. (eds) Practice-based Learning in Higher Education. Professional and Practice-based Learning, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9502-9_11
Download citation
DOI: https://doi.org/10.1007/978-94-017-9502-9_11
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-9501-2
Online ISBN: 978-94-017-9502-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)