This module explores the concept of quality in a WIL context. Participants will consider quality from the perspective of all stakeholders. The expected outcomes and benefits for each of the stakeholders will be discussed and important dimensions integral to quality WIL identified. Participants will reflect on their own practice and determine changes they might make to improve the quality of their WIL programs.

Learning Outcomes:

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

1. Synthesize contemporary literature and identify features of national and institutional quality frameworks that relate to WIL.
2. Describe the roles and responsibilities of stakeholders including students, university staff, university executive leadership, government, and industry/community partners in ensuring quality WIL outcomes.
3. Justify ideas and insights through communication and collaboration with an international community of practice.
4. Identify quality dimensions of WIL and how they inform curriculum design and teaching practice.
5. Evaluate personal practice and identify interventions that improve quality outcomes for all stakeholders.

Readings:

Campbell, M. & Pretti, T.J. (2023). Quality indicators of work-integrated learning. In The Routledge International Handbook of Work-Integrated Learning 3^rd Edition. K. Zegwaard & T.J. Pretti (editors) pp. 342-360.

McRae, N., Pretti, J., & Church, D. (2018). Work-Integrated Learning quality framework, AAA. University of Waterloo.

Participants will also identify other readings. Readings may be chosen from the extensive reference list in the McRae et al. reading.

(video) McRae, N. (2021). Keynote on ‘A Quality Framework for Work-Integrated Learning‘. University of Calgary Conference on Postsecondary Learning and Teaching.

Tasks/Activities:

During the module there will be three on-line webinars and other forms of communication. Each week the participants will find their own readings and comment in the online discussion. Participants may find that one reading can cover the discussion for two or three weeks.

Week 1: Introduce self through an introductory posting about self that includes the identification of an area of challenge being faced in the WIL program.

Week 2: Read Quality white paper and chapter in handbook and comment on how the concepts in these readings would fit within one’s own national and institutional context. Participate in first webinar to discuss the quality frameworks and concepts introduced in the readings.

Week 3: Student as stakeholder; read an article and comment.

Week 4: Employer/host organization as stakeholder; read an article and comment.

Week 5: Educator as stakeholder; read an article and comment. Participate in second webinar to discuss implications of quality on your area of challenge from the perspectives of the aims of students, employer/host organization and/or educator.

Week 6: Institution as stakeholder; read an article and comment.

Week 7: Government as stakeholder; read an article and comment. If relevant, national quality assurance frameworks should be considered.

Week 8: Present a final webinar identifying the area of quality challenge that the participant would like to consider and present in terms of: Aims, Actions and Achievements as per the framework. Post a final concluding reflection on the module learning.

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.

• Modules are presented in English through online study (approximately 15-20 hours of preparation and participation).
• On completion of the module, participants receive a Certificate of Completion.
• The copyright for these modules is held by the owners of Global WIL. The modules were developed and presented by representatives of four national associations: Australian Collaborative Education Network (ACEN), Co-operative Education and Work-Integrated Learning Canada (CEWIL), New Zealand Association of Cooperative Education (NZACE), and The Vilar Network (Sweden).