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Ready and WILing: science students want more and earlier access to work-integrated learning
conference contribution
posted on 2018-10-04, 00:00 authored by Jo Elliott, Trina Jorre De St JorreTrina Jorre De St Jorre, Liz JohnsonLiz JohnsonDespite increasing recognition of the importance of work-integrated learning (WIL) in developing
work-ready graduates, science students participate in WIL less than students in other disciplines.
We spoke to science students at four Australian universities to investigate their experience and
perceptions of WIL. Students perceived WIL as most valuable when it was contextualised to their
career ambitions and located in a workplace, but they also valued other contextualised experiences
on campus. They suggested that all students should have access to WIL, especially placements, but
their own access to opportunities had been variable. Students suggested that embedding WIL
opportunities early in degrees would increase awareness of, and access to, WIL. Further, they
recommended that all degrees should include the opportunity to participate in a placement,
although there was disagreement on whether those opportunities should be optional or
compulsory. Our findings suggest that limited awareness and opportunities to engage in WIL are
responsible for reduced participation, rather than disinterest. Our findings highlight the importance
of building explicit WIL into degree programs to ensure greater access and understanding.
Providing some experiences early, is also important to raising awareness in time for students to
seek additional opportunities relevant to their career ambitions.
work-ready graduates, science students participate in WIL less than students in other disciplines.
We spoke to science students at four Australian universities to investigate their experience and
perceptions of WIL. Students perceived WIL as most valuable when it was contextualised to their
career ambitions and located in a workplace, but they also valued other contextualised experiences
on campus. They suggested that all students should have access to WIL, especially placements, but
their own access to opportunities had been variable. Students suggested that embedding WIL
opportunities early in degrees would increase awareness of, and access to, WIL. Further, they
recommended that all degrees should include the opportunity to participate in a placement,
although there was disagreement on whether those opportunities should be optional or
compulsory. Our findings suggest that limited awareness and opportunities to engage in WIL are
responsible for reduced participation, rather than disinterest. Our findings highlight the importance
of building explicit WIL into degree programs to ensure greater access and understanding.
Providing some experiences early, is also important to raising awareness in time for students to
seek additional opportunities relevant to their career ambitions.
History
Event
Australian Collaborative Education Network. Conference (7th : 2018 : Brisbane, Qld.)Series
Australian Collaborative Education Network ConferencePagination
1 - 4Publisher
Australian Collaborative Education NetworkLocation
Brisbane, Qld.Place of publication
Springvale, Vic.Start date
2018-10-03End date
2018-10-05Language
engPublication classification
E1.1 Full written paper - refereedCopyright notice
2018, ACENEditor/Contributor(s)
[Unknown]Title of proceedings
WIL : Creating connections, building futures : Proceedings of the 2018 7th National Conference on Work Integrated LearningUsage metrics
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