Effective work-integrated learning is defined by Orrell (2004) as programs distinguished by partnerships among diverse groupings, namely employers, academia, students, higher education managers, professional bodies and placement agencies or careers offices. Continued success is dependent upon recognition of all the involved parties, clear agreements between parties and attainment of explicit mutual benefits. It has been found that if the benefit fails for a party the overall partnership effectiveness comes to an end. It has further been find that if employers (host organizations) are involved from the initial design of a program and are committed to student learning, such programs are most effective, states Orrell (2004).
Cooper, Orrell and Bowden (2010: 21-24) and Orrell (2004) differentiates between the old culture — Cottage Industry and the new culture — a balance of a managed approach negotiated and advised by an informed and valued community of practice.
- The Cottage Industry era is typified largely by voluntary, atomistic and learnt ‘on the job’ work placement coordinators. These individuals largely operated in isolation and their dedication costly to their personal academic career advancement. The ethos of work-integrated learning programs and the relationships between the university and the host organizations of students were typified a value-adding and students regarded as workers or observers.
- The new managed culture within a community of practice aspires to more holistic engagement, is more authentic and students legitimized as learners. Partnerships with host organizations are intentionally fostered and systematically supported by institutional policies. Placement coordinators ensure educational quality. Work-integrated learning is institutionally supported and effective practice articulated.
Cooper, L., Orrell, J & Bowden, M. (2010).Work Integrated Learning: A Guide to Effective Practice. London: Routledge.
Orrell, J. 2004. Work-integrated learning programmes: Management and educational quality. In the proceedings of t he Australian Universities Quality Forum 2004. Retrieved February 10, 2011 from https://tls.vu.edu.au/vucollege/LiWC/resources/Orrell.pdf
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