The aim of this large-scale scoping study of work integrated learning in higher education was to identify issues and map a broad and growing picture of WIL across Australia and to identify ways of improving the student learning experience in relation to WIL. Evidence highlighted the importance of strong partnerships between stakeholders (students, university academic and professional staff, employers, professional associations, and government) in facilitating effective learning outcomes for students. A set of recommendations (Chapter 1) and an implementation framework (Chapter 9) are project outcomes. Thirty curriculum vignettes, providing a snapshot of a broad range of practices, are available from the website.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Results may be sorted filtered by keywords.
24 resources found.
The WIL (Work Integrated Learning) Report
Griffith University
2009
Australian Collaborative Education Network (ACEN), Queensland University of Technology, Swinburne University of Technology
Developing a Model for Interprofessional Education during Clinical Placements for Medical and Nursing Undergraduate Students
Griffith University
2011
Practical Leadership for Developing and Sustaining First-Year Learning Environments that Facilitate the Success of a Diverse Student Population
Griffith University
2014
An Implementation Framework for the OSCE ‘Best Practice Guidelines’ Designed to Improve Nurse Preparedness for Practice
Griffith University
2013
Flinders University, University of Technology, Sydney
Economics Standards for Australian Higher Education
Griffith University
2014
LEADING WIL: A Distributed Leadership Approach to Enhance Work Integrated Learning
Griffith University
2014
CQUniversity Australia, Deakin University, RMIT University, Univerisity of Western Sydney, Victoria University
Curriculum and Pedagogic Bases for Effectively Integrating Practice-based Experiences
Griffith University
2011
Flinders University, James Cook University, La Trobe University, Murdoch University, The University of Newcastle
Developing Program Leader Networks and Resources to Enhance Learning and Teaching in Multicampus Universities
Griffith University
2012
University of Tasmania, University of Western Sydney
Leading for Effective Partnering in Clinical Contexts
Griffith University
2009
A Programmatic Approach to Developing Writing Embedded in Nursing Courses
Griffith University
2011
Research to discover the ways in which writing is taught and assessed in the Bachelor of Nursing (BN) program at Griffith University, and more widely in Australia and New Zealand, was undertaken in this Fellowship. Models which best describe and guide the teaching and assessment of writing in the BN program were identified and ways of capacity development of staff, to more effectively teach and assess writing, were explored.
Bridging Gaps in Music Teacher Education: Developing Exemplary Practice Models Using Peer Collaboration
Griffith University
2009
Charles Sturt University, The University of Queensland, University of Southern Queensland, University of Tasmania
Pro-Active Music Higher Degrees: Promoting, Acting On and Evaluating Quality Teaching and Learning in Music Higher Degrees
Griffith University
2014
Developing and Sustaining Pedagogical Leadership in Early Childhood Education and Care Professionals
Griffith University
2011
The project team sought to devise a professional development strategy to support Early Childhood Education and Care (ECEC) professionals to develop their leadership capacity, thereby increasing their confidence about how their own knowledge, understandings and skills might contribute to the design and implementation of integrated services in ECEC. Integrated practice in the early years occurs in practice settings where disciplines of early childhood education and health care and community services, work together to support children and families.
Victoria University
Using Video to Improve Pre-service Teacher Understanding of Children Under Three: Renewing the Curriculum
Griffith University
2014
Deakin University, La Trobe University, RMIT University
Using Professional Standards: Assessing Work Integrated Learning in Initial Teacher Education
Griffith University
2013
Deakin University, Monash University, University of South Australia
Building University Leadership Capacity in the Teaching of Implant Dentistry to Dental Students and Local Professional Communities
Griffith University
2014
The University of Adelaide, The University of Sydney
Development of the APP (Assessment of Physiotherapy Practice) Instrument: A Standardised and Validated Approach to Assessment of Clinical Competence in Physiotherapy
Griffith University
2009
A preliminary search of the physiotherapy literature revealed a lack of systematic studies to determine the validity and reliability of instruments for assessing clinical competence of students in physiotherapy programs worldwide (Beckman et al. 2005; Stickley 2005). The project group therefore proposes a method for the development of a standardised assessment procedure that meets the needs of students and educators and provides valid and reliable measurements of student clinical competence.
Specific project aims were to:
- develop a competency based assessment instrument to evaluate the performance of physiotherapy students in the workplace;
- investigate and refine the psychometric properties of the instrument; and
- investigate the viability of using the instrument as a measure of physiotherapy competency in the practice environment
Auckland University of Technology, Charles Sturt University, Curtin University, James Cook University, La Trobe University, Monash University, The University of Sydney, University of Otago (NZ)
The Assessment of Physiotherapy Practice instrument (APP) is a standardised clinical assessment tool with rigorous field testing behind its development. The APP has been endorsed by the Council of Physiotherapy Deans of Australia and New Zealand (CPDANZ) which has strongly recommended its use in university entry level programs in Australasia. The APP is listed as a validated tool for the assessment of student clinical competence by the Australian Physiotherapy Council in its Accreditation of Entry Level Physiotherapy Programs -- A Manual for Universities. The APP is now used in the majority of accredited entry level physiotherapy programs throughout Australasia.
The resource comprises the Assessment of Physiotherapy Practice Clinical Education Resource Manual and a DVD. The Resource Manual contains a comprehensive description of the APP instrument including desirable professional behaviours and practical performance targets which make up the performance indicators for each of the 20 items as well as detailed guidance for scoring of each item.
The DVD cannot be used as a stand-alone resource. It is provided to support clinical educators in applying the APP and/or for training in assessment using the APP. Prior to viewing the DVD therefore, users will need to familiarise themselves with the APP instrument and its associated performance indicators, as well as how best to use the case studies provided on the DVD.
The resource will be of great value to academics involved in preclinical and clinical education of physiotherapy students, to clinical educators and preceptors in the field and indeed to students themselves as a self-directed learning tool. Because of its standardisation and wide adoption in Australasia, there is a great potential for the APP to be used for benchmarking purposes and for comparison of assessment outcomes in physiotherapy programs which may be quite varied in their design and delivery.
Capstone Courses in Undergraduate Business Degrees
Griffith University
2013
Macquarie University, Queensland University of Technology, The University of Newcastle, University of Wollongong
Taking Clinical Psychology Postgraduate Training into the Next Decade: Aligning Competencies to the Curriculum
Swinburne University of Technology
2011
The University of Queensland
Promoting Classroom Experiments in Undergraduate Economics Teaching
Griffith University
2010
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