Ensuring quality WIL through a whole-of-institution program evaluation
A/Prof Kate Lloyd
Macquarie University has taken a whole-of-institution approach to WIL by embedding it in the undergraduate curriculum through the Professional and Community Engagement (PACE) program. Developing and implementing an evaluation of PACE has been a priority project to demonstrate the impact of the program for students, partners, the community more broadly and the university, as well as support quality assurance and enhancement for program improvement and development. This presentation discusses the complexities entailed in a program approach to evaluation which involves of multiple stakeholders, diverse models and delivery modes. It also shares the approach taken by the R&E team to ensure that it is designed and implemented collaboratively with key program stakeholders, is based on and interrogates the PACE Theory of Change, is sustainable and embedded with program delivery and provides useful, credible, ethical and practical data that is used to improve and develop the program. In this presentation I will also reflect on opportunities, challenges and tensions associated with program evaluation in WIL and how to ensure that program improvement for quality WIL is embedded in the evaluation cycle.
Macquarie University has taken a whole-of-institution approach to WIL by embedding it in the undergraduate curriculum through the Professional and Community Engagement (PACE) program. Developing and implementing an evaluation of PACE has been a priority project to demonstrate the impact of the program for students, partners, the community more broadly and the university, as well as support quality assurance and enhancement for program improvement and development. This presentation discusses the complexities entailed in a program approach to evaluation which involves of multiple stakeholders, diverse models and delivery modes. It also shares the approach taken by the R&E team to ensure that it is designed and implemented collaboratively with key program stakeholders, is based on and interrogates the PACE Theory of Change, is sustainable and embedded with program delivery and provides useful, credible, ethical and practical data that is used to improve and develop the program. In this presentation I will also reflect on opportunities, challenges and tensions associated with program evaluation in WIL and how to ensure that program improvement for quality WIL is embedded in the evaluation cycle.
Quality assessment of work integrated learning
Dr Deanne Skelly
Employability is an important outcome for students enrolled in university degree programs. Work-integrated-learning (WIL) within Bachelor of Science (BSc) curriculums aims to develop employability skills, supported by authentic assessment tasks. WIL is imbedded into the BSc curricula via a variety of activities including placements, projects, field experience, work simulations and entrepreneurship opportunities. This paper sought to answer the research question: how are Bachelor of Science students, enrolled in Australian universities, assessed while undertaking a WIL placement at their industry partner? Five higher education universities were studied all within Australia. The outcome from this benchmarking activity, was that assessment that supports WIL activities included multiple opportunities for reflection, including an early proposal to plan the industry focused activity, reflection during the activity and a final written reflection, typically supported by an oral presentation. Thus authentic assessment linking transferable skills occurs in BSc degree subjects which enhances employability activities and practices.
Employability is an important outcome for students enrolled in university degree programs. Work-integrated-learning (WIL) within Bachelor of Science (BSc) curriculums aims to develop employability skills, supported by authentic assessment tasks. WIL is imbedded into the BSc curricula via a variety of activities including placements, projects, field experience, work simulations and entrepreneurship opportunities. This paper sought to answer the research question: how are Bachelor of Science students, enrolled in Australian universities, assessed while undertaking a WIL placement at their industry partner? Five higher education universities were studied all within Australia. The outcome from this benchmarking activity, was that assessment that supports WIL activities included multiple opportunities for reflection, including an early proposal to plan the industry focused activity, reflection during the activity and a final written reflection, typically supported by an oral presentation. Thus authentic assessment linking transferable skills occurs in BSc degree subjects which enhances employability activities and practices.
An institutional framework for assuring quality in WIL
Matthew Campbell & Dr Ricky Tunny
Over the last decade there has been a gradual increase in the amount of WIL being undertaken across Australian universities. Questions though have been asked about the quality of these experiences. Recent changes to the Higher Education Threshold Standards have put an onus on universities to assure the quality of WIL experiences and support provided to students. However, assuring the quality of WIL is a more complex undertaking than that of a standard university unit. Measures of quality of WIL are a contested space with a gap in the shared understandings of quality and benchmarks of success.
This workshop will provide an opportunity for participants to explore concepts of quality assurance and evaluation of WIL experiences, with participants being invited to contribute to a research project which aims to develop an institution-wide framework for the quality assurance of WIL (funded by an ACEN Research Grant).
Participants will:
Over the last decade there has been a gradual increase in the amount of WIL being undertaken across Australian universities. Questions though have been asked about the quality of these experiences. Recent changes to the Higher Education Threshold Standards have put an onus on universities to assure the quality of WIL experiences and support provided to students. However, assuring the quality of WIL is a more complex undertaking than that of a standard university unit. Measures of quality of WIL are a contested space with a gap in the shared understandings of quality and benchmarks of success.
This workshop will provide an opportunity for participants to explore concepts of quality assurance and evaluation of WIL experiences, with participants being invited to contribute to a research project which aims to develop an institution-wide framework for the quality assurance of WIL (funded by an ACEN Research Grant).
Participants will:
- Develop a broader understanding of quality assurance in WIL and higher education
- Participate in conversations about quality indicators for WIL experiences
- Share examples of best practice in evaluation and quality assurance
- Contribute to the development of a shared framework for quality assurance of WIL