The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program

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  • Source:
    Australian Journal of Teacher Education, v44 n6 Article 6 p91-108 Jun 2019. 19 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1221206
      Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
    • Peer Reviewed:
      Y
    • ISSN:
      1835-517X
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      Embedded Work Integrated Learning (EWIL) is a specific model of Work Integrated Learning (WIL); students work with industry in small blocks of time at regular intervals throughout semester focussing on reflective learning in authentic work environments. This study highlights benefits and challenges experienced when incorporating EWIL into a university education degree. Data was collected through survey and interview; students and graduates were surveyed and industry partners were interviewed. Reflections from university staff involved in the degree were also included. Results demonstrate EWIL is an effective pedagogical strategy in terms of providing authentic, real world learning experiences and enhancing students' employability skills. Specifically, students' communication skills, organisational abilities and confidence are enriched. Challenges encountered included time constraints, increasing student cohort size and staffing changes. These challenges can be overcome with planning and relationship development. The findings of this study provide insight and guidance for institutions considering implementing EWIL models into comparable university programs.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      19
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1221206
  • Citations
    • ABNT:
      DOOLAN, M. et al. The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program. Australian Journal of Teacher Education, [s. l.], v. 44, n. 6, p. 91–108, 2019. Disponível em: . Acesso em: 20 out. 2019.
    • AMA:
      Doolan M, Piggot B, Chapman S, Rycrof P. The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program. Australian Journal of Teacher Education. 2019;44(6):91-108. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1221206&custid=s8280428. Accessed October 20, 2019.
    • APA:
      Doolan, M., Piggot, B., Chapman, S., & Rycrof, P. (2019). The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program. Australian Journal of Teacher Education, 44(6), 91–108. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1221206&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Doolan, Maria, Ben Piggot, Sian Chapman, and Paul Rycrof. 2019. “The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program.” Australian Journal of Teacher Education 44 (6): 91–108. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1221206&custid=s8280428.
    • Harvard:
      Doolan, M. et al. (2019) ‘The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program’, Australian Journal of Teacher Education, 44(6), pp. 91–108. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1221206&custid=s8280428 (Accessed: 20 October 2019).
    • Harvard: Australian:
      Doolan, M, Piggot, B, Chapman, S & Rycrof, P 2019, ‘The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program’, Australian Journal of Teacher Education, vol. 44, no. 6, pp. 91–108, viewed 20 October 2019, .
    • MLA:
      Doolan, Maria, et al. “The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program.” Australian Journal of Teacher Education, vol. 44, no. 6, June 2019, pp. 91–108. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1221206&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Doolan, Maria, Ben Piggot, Sian Chapman, and Paul Rycrof. “The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program.” Australian Journal of Teacher Education 44, no. 6 (June 1, 2019): 91–108. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1221206&custid=s8280428.
    • Vancouver/ICMJE:
      Doolan M, Piggot B, Chapman S, Rycrof P. The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program. Australian Journal of Teacher Education [Internet]. 2019 Jun 1 [cited 2019 Oct 20];44(6):91–108. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1221206&custid=s8280428