April-June 2023 module

Learning Outcomes:

By the end of the module, participants will be able to:

1. Describe industry/community engagement and identify key components as it relates to work integrated learning.
2. Identify and describe diverse practices and strategies of industry/community engagement for WIL from a global perspective.
3. Identify one industry/community engagement challenge in a program and develop and present a strategy for addressing the challenge and improving impact.

Readings:

Activities for weeks 1-6:

Read suggested readings and  complete tasks as outlined in the Module plan.

Week 1.

For an overview of the success factors involved in sustaining work integrated learning relationships with industry / community. Reflect on this reading and consider key factors for sustaining relationships –

Fleming, J. McLachlan,K. Pretti,TJ ( 2018 ),Successful work-integrated learning relationships: A framework for sustainability International Journal of Work-Integrated Learning, 2018, 19(4), 321-335  322

Week 2.

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:

Fleming, J., Ferns, S. J., & Zegwaard, K. E. (in press). Benefits of work-integrated learning for host organizations. In K. E. Zegwaard & T. J. Pretti (Eds.), The Routledge International Handbook of Work-Integrated Learning (3rd ed., pp. TBA). Routledge

Sattler, P. (2011). Work-Integrated Learning in Ontario’s Postsecondary Sector. Toronto: Higher Education Quality Council of Ontario. http://www.heqco.ca/SiteCollectionDocuments/WIL1E.pdf  pp.67 -73

Week 3

For an overview of the importance of building effective industry university relationships: Reflect on mechanisms to enable industry -university partnerships and the implications for WIL of boundary spanning

Green, E., Barry, R., Lawrence, J., Smith, B., Carey, A., Peelgrane, M., & Crawford, Z. (in press). Building sustainable partnerships and managing expectations of work-integrated learning stakeholders. In K. E. Zegwaard & T. J. Pretti (Eds.), The Routledge International Handbook of Work-Integrated Learning (3rd ed., pp. TBA). Routledge.

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. https://wilresearch.uwaterloo.ca/Resource/View/109

Week 4 

Prepare for the webinar with your partner, attend webinar, facilitate a discussion on identified theme and participate in the other discussions.

Week 5 .

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 and the importance of feedback. Consider strategies to enhance the industry supervisor’s role.  

Fleming, J., Rowe, A.D.,& Jackson, D. (2021) Employers as educators: the role of work placement supervisors in facilitating the transfer of skills and knowledge, Journal of Education and Work, [Advance online]

DOI: 10.1080/13639080.2021.1969343

Winchester –Seeto , T.,Rowe,A.,Mackaway J.(2016 )Sharing the load: Understanding the roles of academics and host supervisors in work-integrated learning International Journal of Work-integrated Learning 17(2), 101-118https://www.ijwil.org/files/APJCE_17_2_101_118.pdf

Peach, D.,Ruinard,E.,Webb,F. ( 2014)  Feedback on student performance in the workplace: The role of workplace supervisors Asia-Pacific Journal of Cooperative Education, Special Issue, 2014, 15(3), 241-252 https://www.ijwil.org/files/APJCE_15_3_241_252.pdf

Week 6 & 7

For a broad understanding of challenges, opportunities, and innovation in  industry engagement for work -Integrated learning. Reflect on opportunities for innovation or strategies to overcome challenges and enhance  in industry engagement for work- integrated learning.

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:

Some other suggestions:

Jackson,D.,Ferns.,Rowbottom,D., McLaren,D.( 2017)  Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3922&context=ecuworkspost2013

Kay, J., Ferns, S., Russell, L., Smith, J., Younger, A. (2022). Innovation in work-integrated learning. In S.J. Ferns, A.D. Rowe, and K.E. Zegwaard (Eds.). Advances in research theory and practice in work-integrated learning: Enhancing employability for a sustainable future. (pp. 133-144). Routledge

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.

Week 8

Prepare for the webinar, attend webinar and participate in the final online discussion with a reflection on learnings from the module and provide feedback on the module.

Tasks/Activities:

Refer to Module plan for an outline of all tasks and activities involved in this module

Participation time:

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.