April-June 2023 module
Industry and Community Engagement for WIL
Offered 17 April - 12 June, 2023
(Similar modules have been offered in 2017, 2019, 2020 and 2021)
Registrations for this module have now closed.
This module provides practitioners the opportunity to further their understanding of 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. Participants will explore strategies for industry and community engagement from a global perspective.
- Judie Kay, WACE Vice Chair Programs & Partnerships, Australia
- Dave Fenton, Assistant Director External Relations, University of Toronto Scarborough, Canada
- Jenny Fleming, Senior Lecturer Auckland University of Technology, New Zealand
There will be three webinars
- week of April 17
- week May 8th
- week 5th June
There will be two time slots for webinars over different time zones which will be determined once the participant list and their locations are finalized.
The rest of the activity can be done by logging at a time to suit each participant.
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.
- Identify and describe diverse practices and strategies of industry/community engagement for WIL from a global perspective.
- Identify one industry/community engagement challenge in a program and develop and present a strategy for addressing the challenge and improving impact.
Activities for weeks 1-6:
Read suggested readings and complete tasks as outlined in the Module plan.
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
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
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
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]
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.
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.
Refer to Module plan for an outline of all tasks and activities involved in this module
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.
Indicative module timetable
|Week||Aim of activity||Preparation by participants||Online activity by participants|
|Apr-17||Introductions: Getting to know other participants and orientation||Become familiar with the online site.||Participants and facilitators introduce themselves in the Discussion Forum.|
|Aim: Gain an overview of the success factors involved in sustaining work integrated learning relationships with industry / community.||Read the reading for week 1 listed in Module Descriptor and prepare to participate in webinar||First webinar – Sign in at the allotted time, actively participate in the webinar group and discuss key factors from the reading that you consider are successful in your Institution or programs and factors that need improvement.|
|In pairs choose one of the identified themes emerging from the week 1 webinar and facilitate an interactive discussion during the week 4 webinar. This could include posing questions , presenting a scenario or an online activity eg brainstorm|
|Apr-24||Aim: Gain an overview of the benefits of WIL to a variety of employers and host organizations||Read the reading listed in Module Descriptor||Reflect on the reading and discuss the focus questions posed on the online site and comment on others posts. (Word limit 300 words)|
|(Learning outcome a)|
|May-01||Aim: Gain an overview of the importance of setting the stage for proper engagement through building effective industry-university partnerships.||Read the reading listed in Module Descriptor||Post a brief reflection on reading and how you have worked towards building effective industry-university partnerships at your institution or context and the implications for WIL of boundary spanning (word limit 300 words) and contribute to online discussion by posting a reflection on at least one post from another participant (word limit 100 words)|
|(Learning outcome b)||Meet in pairs and plan the interactive discussion you will facilitate in the Week 4 webinar.|
|May-08||Aim: Gain an understanding of diverse global practices in engaging industry & community.||In pairs prepare to facilitate a group discussion on an identified theme from the week 1 Webinar||Second Webinar - In pairs facilitate an interactive 10-minute discussion on one selected theme arising from week 1 (4 slides max) and participate in other discussions.|
|(Learning outcome b)|
|May-15||Aim: Gain overview of the importance the role of the supervisor as an “educator” the importance of supervisor feedback.||Readings from Module Descriptor or other readings of your choice. (At least 2 articles).||From the readings and your own practice contribute to a mind map of strategies to enhance the role industry supervisors play as educators and in their role to provide effective feedback to students.|
|(Learning outcome b)|
|May-22||Aim: Gain a broad understanding of challenges, opportunities and innovations for industry engagement as discussed in literature.||Identify other readings of your choice. At least 1 other article to be read.||Post a brief reflection on your reading and how it relates to your context: (300 words) and on at least one post from another participant (100 words) a response to at least on|
|(Learning outcome b)|
|May-29||Preparing for the Webinar||Using readings develop a brief presentation for webinar 3.||Consider a challenge in industry/community engagement in your WIL program, identify and evaluate possible strategies or innovations drawing on the module readings and outline an implementation plan including impact measures , contingencies and any potential risks .|
|Jun-05||Webinar||Prepare to present in the third webinar a challenge, options, implementation plan and plan for measuring impact.||Third webinar - Sign in at the allotted time, actively participate in their webinar group, make a short presentation (6 slides Max) and engage in the on-line discussion after the webinar.|
|(Learning outcome a,b,c)||Consider questions posed on the final on-line discussion and reflect on your learnings from the module. Provide feedback by completing the Module Feedback Survey to evaluate this module.|
Registrations for this module have now closed.
Cost, completion and certificate
- All modules contain a strong emphasis on application of academic WIL literature to practice.
- Modules are presented in English through online study – approx 20 hour’s preparation and participation.
- Administration and set-up charge:
NZD $200 – Members of the four National Association members
NZD $200 – Full Institutional Members of WACE and Global Partners of WACE
NZD $250 – Non-members
Charge payable on acceptance for a module after registration.
- A certificate is issued those people who complete the module.
Questions? Please use our contact form.