As with most things, work-integrated learning (WIL) has undergone growth and development. Dean, Yanamandram, Eady, Moroney, O'Donnell, and Glover-Chambers (2020: 3) indicate that over the last decade WIL has moved away from the narrow conception of ‘work placements’ to a much broader and widening lens. One typology of WIL entailed three models, namely professional programmes, service learning and cooperative education; where students reside in different ‘workplaces’. Another typology delineates different types of WIL experiences, based on ‘on-site’ activities, namely systematic training (e.g., apprenticeships); the structured work experience (e.g., field experience, mandatory professional practice, co-op and internships); and institutional partnerships (e.g., applied projects, service learning)—although all these includes an industry partner, project-based learning (PjBL) is not necessary delivered in single block placement and may run concurrently with study modules. Dean et al. (2020) indicate that boundaries with regard to WIL are often unclear because of complexities of multiple variables and understandings. They convey five innovative models that are growing, given the advancements in technology, globalisation and creativity, including micro-placements, online projects or placements, competitions such as hackathons, incubators or start-ups and consulting. These include and extend placement, suggesting that typology of WIL needs to consider both placement and non-placement types of WIL.
Dean et al. (2020: 3) cite Kaider, Hains-Wesson, and Young (2017), who examined “the degree to which assessment or activity inside a unit (subject) is proximal to the workplace or practitioners and is an authentic piece that resembles professional practice” (emphasis added). Kaider et al. (2017: 158) describe the dimensions of their authenticity-proximity framework as follow:
- Authenticity: learning activities and assessments requiring students to work on problems, processes and projects that they may encounter in their professions and produce artefacts reflecting professional practice.
- Proximity: learning experiences that occur in real workplaces and professional contexts; in online or live complex simulated workplace environments; and those that enable students to interact directly with industry practitioners or community members on work related activities.
The authenticity-proximity framework, reflected in Figure 1 (from Kaider et al., 2017: 158), comprise two axes with a nine cell grid, the vertical axis reflects three levels of authenticity of a learning task in relation to real-world practice and the horizontal axis reflects three levels of proximity to the workplace. Kaider et al. (2017: 158) emphasis that assessments that into the low-authenticity or low-proximity categories are not deemed WIL, as these assessments focus primarily on cognitively-based disciplinary knowledge, often taking the form of essays and examinations.
Kaider et al. (2017) further overlaid the authenticity-proximity framework with exemplars of activities that could take place across three stages of university education, reflected in Table 1 (from Kaider et al., 2017: 159)—prospectively offering a horizontally and vertically scaffolded approach. The three stages, or levels, are:
- Introductory WIL: offered in the first year introduces students to the world of work and the beginning of creating their own professional identity to meet their careers aspirations. The direct interaction with employers is limited at this stage though students may observe practitioners and workplaces.
- Year 2 and 3 WIL [Intermediate WIL]: afford students the opportunity to design and develop a range of artefacts that reflect practice in their professions; undertake processes characteristics of workplaces; and engage directly with industry/sector/community personnel. This may include learning in complex, simulated, workplace environments such as studios, moot courts and practice clinics in which students perform all or most of the functions that they would in a real work situation. Students may also be offered opportunities to interact directly with industry and/or community personnel in a client-consultant type relationship that is common in many professions. Additionally, direct interaction may also take the form of feedback from practitioners on student work; panels; and discussion groups, the essence of which students ideally integrate into summative assessments.
- Placements [Advanced WIL] reflect a long tradition of on-the-job learning and vary in length, time offered, paid or unpaid, intensity and orientation.
Although this typology was designed for categorizing and analysing research data, it became evident to Kaider et al. (2017) that it could also serve as a teaching resource for staff, in that it could generate assessment ideas, as provide guidance in mapping progressively developmental assessment tasks across the programme.
Dean, B., Yanamandram, V., Eady, M.J., Moroney, T., O'Donnell, N., & Glover-Chambers, T. 2020. An institutional framework for scaffolding work-integrated learning across a degree. Journal of University Teaching & Learning Practice, 17(4). Available at: https://ro.uow.edu.au/jutlp/vol17/iss4/6
Kaider, F., Hains-Wesson, R., & Young, K. 2017. Typology of authentic WIL activities and assessment, Asia-Pacific Journal of Cooperative Education, 18(2), 153-165. Available at: https://www.ijwil.org/files/APJCE_18_2_153_165.pdf
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