Industry and Community Engagement for Work-Integrated Learning
(First offered in 2017)
Provides practitioners with the opportunity to further their understanding of the importance of industry and community engagement for WIL and of strategies to enhance this engagement. Challenges and opportunities for industry and community engagement are considered.
This module provides practitioners the opportunity to further their understanding the fundamental importance of industry/community engagement for WIL and to improve strategies to enhance this engagement. This module will cover the full spectrum of the relationship with industry/community members: prospecting, recruiting and retaining them, supporting them as educators, and finally, building on these relationships for more strategic purposes. This module will provide an opportunity to gain a global perspective on this topic.
By the end of the module, participants will be able to:
- Describe industry/community engagement and identify key components as it relates to work integrated learning
- Understand a global perspective of industry/community engagement for WIL identifying and describing diverse practices and strategies.
- Identify one industry/community engagement challenge in a program and be able to develop and present a strategy for improvement including a plan for measuring impact.
Activities for weeks 1-6: Read suggested reading, complete suggested reflection by posting through the chat section of the website, respond to the reflections of others
For an overview of the benefits of WIL to a variety of employers: Reflect on this reading and consider how to frame these benefits when prospecting, recruiting and retaining industry/community:
Braunstein, L., Takei, H., Wang, F., & Loken, M. (2011) Benefits of cooperative and work-integrated education for employers. in R.K. Coll and K.E. Zegwaard (Eds.) International Handbook for Co-operative and Work-Integrated Education. 2nd ed., World Association for Cooperative Education, Inc., pp. 277-286.
For an introduction to the concept of boundary spanning which has implications for using these relationships for further strategic purposes: Reflect on this reading and consider how boundary spanning is important for WIL and could enable further strategic alliances:
Peach, D., Cates, C., Jones, J., Lechleiter, H., & Ilg, B. (2011) Responding to rapid change in higher education: enabling university departments responsible for work related programs through boundary spanning. Journal of Cooperative Education and Internships, 45(1), pp. 94-106.
For an overview of the importance of setting the stage for proper engagement that considers the supervisor as an “educator” that includes the role of supervisor (see other article) and the importance of feedback (and next article)
Peach, D., Larkin, I., & Ruinard, E. (2012) High-risk, high-stake relationships: building effective industry-university partnerships for Work Integrated Learning (WIL). ACEN Conference 2012. http://acen.edu.au/2012conference/wp-content/uploads/2012/11/74_High.pdf
Additional suggested readings, or participants can identify other readings of their choice. The expectation is that at least 2 other articles will be read. The International Journal of Work-integrated Learning (formerly APJCE) https://www.ijwil.org/
is a good source for readings such as:
http://www.ijwil.org/files/APJCE_17_2_101_118.pdf : Role of supervisors
http://www.ijwil.org/files/APJCE_14_1_27_43.pdf : Industry feedback
Kay, J., Russell, L., Winchester-Seeto, T., Rowe, A., & Le Clus, M. (2014). External Stakeholders in WIL. In S. Ferns (Ed.), HERDSA Guide: Work Integrated Learning in the curriculum (pp. 59-63). Milperra, NSW: Higher Education and Development Society of Australasia.
Prepare for the webinar and attend webinar
During the module there will be an on-line webinar and other forms of communication.
- Students will prepare for the webinar at the end of the module by completing readings and a reflection of the industry / community strategies used by WIL programs. (Approx 5 hours)
- Students will consider a challenge in industry/community engagement in their WIL program, identify and evaluate possible options and outline a plan for implementation including impact measures, contingencies and potential risks. (Approx 5 hours)
- Students will participate in two webinars: an introductory webinar and a webinar where they will present their findings, identify for discussion a challenge in industry/community engagement faced by their WIL program within the perspective identified in Activity Two. (Approx 2 hours)
Expected total participation time approximately 15 – 20 hours – including preparation and participation in online tasks/activities.
Certificate of completion:
On completion of the module, participants will receive a Certificate of Completion. This will be awarded to participants who complete all the required tasks/activities.
Industry and Community Engagement for Work-Integrated Learning – Provisional Module Plan 2020
|Wk beg||Aim of activity||Preparation by participants||Online activity by participants|
Introductions: Getting to know other participants & familiarization
Aim: to gain an overview of the benefits of WIL to a variety of employers (Learning outcome a)
Become familiar with online site
Read the reading listed in Module Descriptor
Participants and facilitators introduce themselves in the Discussion Forum.
Post a brief reflection on reading that includes consideration on how to frame these benefits when prospecting, recruiting and retaining industry/community (200 words)
Gain an introduction to concept of boundary spanning
Learning outcome a)
|Read the reading listed in Module Descriptor||
First webinar – Sign in at the allotted time, actively participate in their webinar group with introduction and discussion of readings.
Post a brief reflection on reading and consider how boundary spanning is important for WIL and could enable further strategic alliances (300 words). Contribute to discussion by posting a reflection on at least one post from other participants (100 words)
|Oct 26||Gain an overview of the importance of setting the stage for proper engagement through building effective industry-university partnerships. (Learning outcome a)||Read the two readings listed in Module Descriptor||Post a brief reflection on reading and how they have worked towards building effective industry-university partnerships at their institution: (300 words) and contribute to online discussion by posting a reflection on at least one post from another participant (100 words)|
For an overview of the importance the role of the supervisor as an “educator” the importance of supervisor feedback
(Learning outcome b)
|Readings from Module Descriptor or other readings of your choice. (At least 2 other articles).||Posts a brief reflection on this reading that includes how they support supervisors to be educators and to provide effective feedback to students at their institution: (300 words) and contributes to online discussion in the discussion forum by posting a reflection on at least one post from another participant (100 words)|
|Nov 9||To gain a broad understanding of the challenges and opportunities for industry engagement a discussed in the literature.||Identify other readings of your choice. At least 1 other article will be read.||Post a brief reflection on your reading and how it relates to your context: (300 words) and contribute to online discussion in the discussion forum by posting a reflection on at least one post from another participant (100 words)|
Preparing for the Webinar
|Complete assigned readings and reflections of industry / community strategies used by WIL programs.||
Consider a challenge in industry/community engagement in your WIL program, identify and evaluate possible options and outline a plan for implementation including impact measures, contingencies and potential risks.
Send any webinar slides or materials to the facilitator by May 3.
(Learning outcome a, b and c)
|Participate in second webinar to present a challenge, options, implementation plan and plan for measuring impact.||
Second webinar – Sign in at the allotted time, actively participate in their webinar group and engage in the on-line discussion during the webinar.
(Learning outcome a, b and c)
|Participate in a final on-line discussion and provide feedback by completing the final survey to evaluate this module.|