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Refereed Proceedings of the 3rd International Research Symposium on Cooperative and Work-Integrated Education, Stuttgart, Germany
Abstract
Refereed Proceedings of the 3rd International Research Symposium on Cooperative and Work-Integrated Education, Stuttgart, Germany
... To consider the different modes of WIL, the continuum presented by Kaider et al. (2017) can be used to explore placement and non-placement examples of WIL that have elements of remote (virtual) or simulated practice within and with industry. Coll (editor 2000Coll (editor -2009 and Zegwaard (editor 2010Zegwaard (editor -2020; 4 Finch, 20004 Finch, -2002Gribble 2003;NZACE 2004NZACE -2005Coll, 2006Coll, -2007Coll & Hoskyn, 2008;Coll & Zegwaard, 2009;Coll, 2010;Zegwaard, 2011Zegwaard, -2015Zegwaard & Hoskyn, 2016-20195 Campbell, 2010-2012Moore, 2014;Harvey & Rowe, 2016;Smith et al., 20186 WACE 2011-2014Zegwaard et al., 2016;Zegwaard & Ford, 2018-2019 ANALYSIS OF ACTIVITIES WITHIN AND WITH INDUSTRY BY MODE OF WIL Kaider et al. (2017) created and refined a detailed mapping of learning activities grouped by suggested timing across the curriculum, which has been further refined in Table 2. Learning activities within host organizations (high authenticity with high proximity) are termed WIL placements with examples of internships, work-based learning, industry-based projects, and service learning to name a few. Activities that were with industry involvement, in the medium category for authenticity or proximity, were described as second or third year WIL, which could be referred to as potential WIL opportunities shown in Table 2. ...
As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions. Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet graduate profile criteria through alternative means such as virtual or simulated WIL experiences. The literature shows there are many models of WIL beyond conventional work placements. Therefore, a meta-analysis was conducted of these WIL models, to provide a complied synthesis of existing practice from within the WIL field specifically focused on two books, the International Journal of Work-Integrated Learning, and three national WIL association conference publications. The trends and qualities that emerge from the meta-analysis of existing practice can inform the redevelopment across the different modes of conventional, remote, virtual, and simulated WIL experiences.
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