Beyond Graduate Attributes: Embedding Work Integrated Learning
Year: 2018
Type: book
Abstract: This chapter discusses a Professional Experience Program (PEP) conducted in an Australian university and reflects upon the importance of providing Work Integrated Learning (WIL) experiences for art, design and media students in the creative industries. The focus is specifically on developing international student experience within a larger PEP experience. Given the institutionally and academically strong background of professional experience in design studies alongside art and design education at the University of New South Wales (UNSW), Sydney: Art & Design, in existence for over 25 years, the faculty is well placed to anticipate 21st century learning goals for a suite of creative professionals. The Draft National Strategy on International Education (Department of Education and Training, 2015) forecasted that Australia needed to “expand the potential, scale and breadth of relevant work-integrated learning opportunities for international students and graduates” (p. 42). As will be argued, the Art & Design WIL experience should include developing student’s creative professional language, their professional profile and abilities to adapt and learn within a variety of locations and professional settings. It is important that art and design students are provided with supported authentic learning experiences “with an explicit emphasis on preparing (them) for the labour market in terms of knowledge and transferable skills” (Wilton, 2012, p.604). The tertiary environment should provide all students with the chance to participate in guided real-world learning opportunities that provide authentic encounters with their future professions throughout their studies with periods of longer duration during their final semester of study. Here university disciplinary knowledge and ‘real-world’ practice can combine to bring ‘real’ meaning to the learning environment. WIL provides as Dixon (2011) discussed, “a community-centric problem-based learning methodology where students address real community issues and problems” (p. 45), to prepare them for what they may face during their future roles in the workforce.
Authors: Arianne Rourke, Vaughan Rees, Graham Forsyth
Language: English
Subfield: Mechanical Engineering
Field: Engineering
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2904091566