Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry

Whelan, Michael

doi:10.21153/jtlge2017vol8no1art627

Cited by 11 publications

(6 citation statements)

References 18 publications

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“…This suggests the need for education on how to negotiate technology transfer and non-disclosure agreements. Currently, such education programs do exist to train academic researchers to partner with individuals outside academia; 47,48 however, to our knowledge, no such programs exist presently in medical education.…”

Section: Discussionmentioning

confidence: 99%

The Voices of Medical Education Science: Describing the Published Landscape

Maggio

Costello

Ninkov

et al. 2022

Preprint

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Introduction: Medical education has been described as a dynamic and growing field, driven in part by its unique body of scholarship. The voices of authors who publish medical education literature have a powerful impact on the discourses of the community. While there have been numerous studies looking at aspects of this literature, there has been no comprehensive view of recent publications. Method: The authors conducted a bibliometric analysis of all articles published in 24 medical education journals published between 2000-2020 to identify article characteristics, with an emphasis on author gender, geographic location, and institutional affiliation. This study replicates and greatly expands on two previous investigations by examining all articles published in these core medical education journals. Results: The journals published 37,263 articles with the majority of articles published in 2020 (n=3,957, 10.7%) and the least in 2000 (n=711, 1.9%) representing a 456.5% increase. The articles were authored by 139,325 authors of which 62,708 were unique. Males were more prevalent across all authorship positions (n=62,828; 55.7%) than females (n=49,975; 44.3%). Authors listed 154 country affiliations with the United States (n=42,236, 40.4%), United Kingdom (n=12,967, 12.4%), and Canada (n=10,481, 10.0%) most represented. Ninety-three countries (60.4%) were low- or middle-income countries accounting for 9,684 (9.3%) author positions. Few articles were written by multinational teams (n=3,765; 16.2%). Authors listed affiliations with 4,372 unique institutions. Across all author positions, 48,189 authors (46.1%) were affiliated with a top 200 institution, as ranked by the Times Higher Education ranking. Discussion: There is a relative imbalance of author voices in medical education. If the field values a diversity of perspectives, there is considerable opportunity for improvement.

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Section: Discussionmentioning

confidence: 99%

The Voices of Medical Education Science: Describing the Published Landscape

Maggio

Costello

Ninkov

et al. 2022

Preprint

View full text Add to dashboard Cite

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“…The focus of teaching staff on research skills may be attributed to the cultural bias towards research within academia (Bexley, James, & Arkoudis, 2011;Norton, 2013;Probert, 2013;Whelan, 2017b). Evans-Greenwood, O'Leary and Williams (2015) explained that the difference in attitude to research could be attributed to industry's focus on problem solving rather than enquiry.…”

Section: Discussionmentioning

confidence: 99%

Using internship placements to road test threshold learning outcomes for environment and sustainability

Whelan

Reichelt‐Brushett

2019

JTLGE

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In 2015 the threshold learning outcomes (TLOs) for Australian bachelor degree graduates in the discipline of Environment and Sustainability were released. This study road tested the Environment and Sustainability TLOs in the workplace via environmental science students’ internship placement. The study, which incorporated surveys of host-supervisors, students and teaching staff, was conducted over four years. The surveys enabled comparisons between the performance expected of a new graduate by employers with the level of performance students achieved while on placement. Overall, hosts expect new graduates to be ‘Capable’ performers (2.8 on a 5 point scale). Host-supervisors also rated the overall performance of interns as ‘Capable’ (3.4/5). Expected performance of a new graduate for individual TLOs was compared with the performance of interns. Students exceeded the expectations of host-supervisors for all TLOs. In contrast, teaching staff rated the performance of students lower than students themselves and host-supervisors. Fundamental differences in the way students are assessed in the workplace and the classroom may account for the difference in perceived student performance. The results of the surveys can be used as evidence that the degree is meeting the needs of industry and for graduates to undertake professional work in the Environment and Sustainability discipline. The methodology has the potential to be used in any discipline that has published TLOs. The authors recommend that the Australian Qualifications Framework is reviewed and a rubric that describes student behaviour is used rather than vague terms such as ‘well developed’.

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“…A list of reports from Ghana, Kenya, Nigeria and South Africa also claimed that internships and even volunteering have a positive impact on students' employability prospects (Walker, 2015). As such, work-integrated learning (WIL) which refers to educational activities integrating academic learning of a discipline with its practical application in the workplace, responds at least in part to the dilemma of designing a contemporary curriculum aligned with current industry practice and to prepare students to work (Whelan, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Graduates’ employability skills in East Africa

Ortiz

Mancini

Jacobetty

et al. 2021

JTLGE

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This paper reports a study about the perceptions of the academic community, employers and civil servants regarding graduates’ employability skills in East Africa. Specifically, it focuses on the mismatch between skills acquired in Higher Education (HE) and those in demand by employers, and explores factors influencing the situation. A mixed method approach was implemented including a survey and a set of focus groups. The questionnaire on employability skills was distributed among regional stakeholders attending the Open Day events organised by three East African HE Institutions. A Principal Components Analysis was applied for the categorisation of the most in-demand skills and the identification of four major workplace skill sets. To gain further insights into the stakeholders’ perceptions of the graduate employability skills gap, 11 focus groups were organised at the same universities. The general results showed that employability skills were mostly perceived as insufficiently developed during the students’ progress in their programs. The final results enabled a better understanding of the nuanced relationship between labour market valuation and graduates’ acquisition of each skill set. It also allowed us to identify problems and barriers, and suggest possible solutions to overcome the shortcomings experienced by the sub-Saharan HE system.

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Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry

Cited by 11 publications

References 18 publications

The Voices of Medical Education Science: Describing the Published Landscape

The Voices of Medical Education Science: Describing the Published Landscape

Using internship placements to road test threshold learning outcomes for environment and sustainability

Graduates’ employability skills in East Africa

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