Year: 2012
Type: article
Abstract: Tertiary curriculum design has increasingly emphasized work-integrated learning (WIL) opportunities. This qualitative study provides an overview of a variety of WIL activities at Massey University, New Zealand. Descriptive comments, provided through interviews with fifteen academic supervisors from disciplines ranging from the applied sciences through social sciences to business, education and creative arts, highlight the following six factors to be considered in the resourcing of WIL programs. Themes related to set-up include placement requirements, support, selection, location, and risk management issues. Student preparation involves pre-requisite theoretical knowledge, general career preparation (CV & interview skills) and readiness for practice. With respect to supervision, an on-campus academic mentor and a work-place supervisor are both important to the student. Competencies linked to team work and professional standards include self-confidence, communication and people skills. The teaching pedagogies used include lectures and labs, oral presentations, scenario-based-learning and project work. Assessment involved a learning contract, reflective journal, oral presentation, and final report.
Institution: Massey University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
Funders: Auckland University of Technology, New Zealand, University of Waikato, Australian Catholic University, Massey University, University of New England, University of Western Sydney, Flinders University, Central Queensland University, Murdoch University, University of Surrey, University of Waterloo, University of Johannesburg, Tshwane University of Technology, University of South Africa
OpenAlex ID: W355023153