Enhancing graduate capabilities, employment and career opportunities through authentic WIL: a USC case study

USC seeks to build capacity in its educational endeavours by being a comprehensive university, and by providing high quality experience and improving student success, measured in student satisfaction and graduate outcomes. In this presentation we will discuss the findings of a case study conducted at USC as part of a larger OLT funded project which investigated the 21st Century Student Experience at Regional Universities (Project leaders Professor Karen Nelson and Ms Kylie Readman SP14-4206). The USC case study focused on student engagement in work integrated learning (WIL) initiatives. WIL is an umbrella term for a range of approaches and strategies that integrate theory with the practice of work within a purposefully designed curriculum1. WIL is recognised as authentic learning which provides students with the opportunity to engage with industry and professions in order to develop an understanding of the contexts, services, industries and practices associated with their field of learning or discipline. The aim of the USC case study was to investigate characteristics, circumstances and conditions in USC work integrated learning (WIL) curricula and educational experience which inform student success and show potential for future sustainable development in WIL in tertiary studies. Using a case study method we interviewed undergraduate domestic students who were undertaking or recently had undertaken WIL in one of 4 courses offered in drama, law, entrepreneurship or tourism and event management and staff involved in each of these courses. The findings of the USC case study present two approaches to WIL, described in two key themes, Learning Work and Learning Accomplishment. The first approach is characterised as group and project based WIL and emphasises learning work in which students apply theory to practice in novel situations, as well as innovate and develop creative practice. The second is characterised as an internship model and emphasises students’ development in the crafting of relevant skills and practice. The learning accomplishments included the development of a range of generic competencies, increased motivation and engagement with learning, other students and staff, and an increased understanding of identity and personal growth, expressed in a changing perspective from self to a multifocused lens on learning and the future, and increased confidence. These findings suggest that WIL succeeds as students engage with each other, local businesses and industries in ways which are capacity building, that is, that support the development of transferable knowledge, skills for personal growth, ongoing learning, employment and career development. This case study is one of eight studies which contribute to a wider project: Shaping the 21st Century Student Experience at Regional Universities (SP14-4206) – http://shapingtheregionalstudentexperience.com.au