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.
23 resources found.
The WIL (Work Integrated Learning) Report
Griffith University
2009
Australian Collaborative Education Network (ACEN), Queensland University of Technology, Swinburne University of Technology
The Teaching-Research Nexus: A Guide for Academics and Policy-makers in Higher Education
The University of Melbourne
2008
This excellent resource provides a summary of current thinking on the Teaching-Research Nexus (TRN) for academics, university staff, policy makers and students. The benefits of the TRN for students is presented and is supported with a large number of links to examples of TRN practice by discipline and year levels which should prove to be particularly useful for academics designing or revising existing courses or units. Links to strategy and policy making are also included. The site provides a framework for developing curricula that links teaching and research and is a useful collection of curriculum design ideas for academics. Nineteen concrete examples are presented. The resource may be used to aid the development or review of policies that promote (or hinder) the teaching-research nexus. There are materials supporting all levels of policy makers including government policy makers, those developing university wide policies at Deputy Vice-Chancellor level, and other policy leaders such as heads of departments or schools. In a short commentary the authors give advice to those academics early in their career or wanting to build their career. The main focus is on the advantages of being conscious of the RTN in their work as an academic. This is very much a personal view from the authors and contains only one reference.
Developing a Model for Interprofessional Education during Clinical Placements for Medical and Nursing Undergraduate Students
Griffith University
2011
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
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
Leading for Effective Partnering in Clinical Contexts
Griffith University
2009
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
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
Preparing Mental Health Practitioners for Multidisciplinary Mental Health Placements: A Distributed Leadership Approach to Cross-Disciplinary Education and Training
Griffith University
2011
This project and resources support a distributed leadership approach to cross-disciplinary education and training for mental health practitioners who will take up multidisciplinary mental health placements. Resources provided:
- Multimedia (video) accounts of multidisciplinary mental health practice are available from the website inlcuding materials focusing on the philosophy, ontology, epistemology and methods of the five major mental health disciplines of mental health nursing, occupational therapy, psychiatry, psychology and social work, and multimedia examples of sufferers’ experiences of mental health services.
- Student placement preparation workshop workbook materials
- Student placement workbook materials.
- Workbooks and accompanying PowerPoint slides for facilitators
- Annotated bibliography
- Links to Codes of Ethics websites.
Deakin University, University of the Sunshine Coast
Enhancing Indigenous Content in Arts Curricula Through Service Learning with Indigenous Communities
Griffith University
2014
Curtin University, The University of Sydney, University of Western Sydney
An Approach to Aligning Assessment with Threshold Learning Outcomes in the Creative and Performing Arts
Griffith University
2015
The University of Newcastle, University of Tasmania
Facilitating a Whole of University Approach to Aboriginal and Torres Strait Islander Curriculum Development: Leadership Frameworks for Cultural Partnerships
Griffith University
2016
Charles Sturt University, James Cook University, Southern Cross University
The Impact of Work Integrated Learning on Student Work-Readiness
Griffith University
2014
Charles Sturt University, CQUniversity Australia, Curtin University, Deakin University, Macquarie University, Queensland University of Technology, Swinburne University of Technology, The University of Newcastle, University of Canberra, University of Western Sydney
Planning studio in the 21st century: Educating leaders for a complex world
Griffith University
2016
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