The program risks of work-integrated learning: a study of Australian university lawyers

Cameron, Craig; Freudenberg, Brett; Giddings, Jeffrey M.; Klopper, Christopher

doi:10.1080/1360080x.2017.1377969

Cited by 12 publications

(10 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the legal requirements for accessible education as it relates to WIL are often unclear. There are litigious situations where post-secondary institutions have been liable in WIL, particularly around disclosure and accommodation, yet university lawyers were not necessarily aware nor involved in WIL activities (Cameron et al , 2018). As WIL offerings are, by design, embedded in academic curriculum and often a mandatory requirement to receive a diploma or degree, risk management in WIL is of concern.…”

Section: Literature Reviewmentioning

confidence: 99%

Work integrated learning resources for students with disabilities: are post-secondary institutions in Canada supporting this demographic to be career ready?

Gatto

Pearce

Antonie

et al. 2020

HESWBL

View full text Add to dashboard Cite

PurposeThe Government of Canada is adopting the pedagogical practice of Work Integrated Learning (WIL) to help youth develop the career ready skills needed to transition from school to work. As a result, colleges and universities are receiving funding to grow academic programs that link theoretical learning with practical work experience. However, there is limited research about the resources available to students with disabilities who engage in WIL. From an environmental scan of disability supports for WIL on 55 Canadian post-secondary institutions’ websites and survey results from WIL professionals we ask: Do post-secondary institutions in Canada help students with disabilities become career ready? The data reveals that 40% of schools have no reference to disability services for any career related activities and only 18% refer to disability supports for WIL. Survey respondents report they are not being trained nor have access to resources to support students with disabilities in WIL. The authors therefore recommend changes to public policy and resource allocation to ensure colleges and universities provide disability services for all WIL programs, train practitioners about career related disability management, and hire professionals who specialize in supporting students with disabilities in WIL.Design/methodology/approachThe authors conducted an environmental scan of 55 Canadian post-secondary schools with a student population of 10,000 or more and identified services and resources publicly advertised online for students with disabilities in relation to employment and/or WIL activities. From this broad search, codes were developed based on general themes found in the recorded information, such as the location of information and the type of resources and services advertised for students with disabilities. During the environmental scan, the authors also collected names and emails of people listed as working in career and/or WIL departments who received an anonymous survey about their experiences working with students with disabilities.FindingsAs the Government of Canada expands WIL to improve labour market outcomes for youth, the research findings of the authors provide valuable evidence that post-secondary institutions are not supporting youth with disabilities to become career ready. Surprisingly, 40% of post-secondary institutions have no reference to disability supports for career related activities and only 18% reference supports available for engaging in WIL on their websites. In addition, WIL practitioners are not receiving the resources nor training to support this demographic to transition from school to work. This research can provide direction on resource allocation; specifically, the need for disability related supports and dedicated professionals for students who engage in WIL programs in higher education.Research limitations/implicationsA limitation of the methodology in scanning public sites is that universities and colleges could have services or supports advertised on sites that can only be viewed by the faculty, staff and students from that school. Thus, it is possible that employment information for students with disabilities is available for those with login privileges. The authors attempted to mitigate this limitation by collecting survey responses about programs and services from WIL practitioners who work at the schools. The authors also did not measure marketing of services on social media platforms (e.g. Facebook, Instagram). Another limitation is that the WIL practitioner survey results are based on their perceptions. The sample size was not randomized, nor can the authors confirm it is a representative sample of all WIL practitioners in Canada.Practical implicationsAs countries continue to grapple with how to deal with the intersectionality of disability on an already disadvantaged demographic in the labour market, they must ensure that students with disabilities have access to career ready activities while in school. The authors therefore recommend public policy and resource allocation, not only in Canada but at a global level, that ensures post-secondary institutions: (1) create disability management programs and resources for all WIL and career activities; (2) hire dedicated professionals who specialize in working with students with disabilities in WIL; and (3) provide mandatory training for WIL practitioners on how to support students with disabilities in programs that develop their career ready skills.Social implicationsPreparing students with disabilities to be career ready when they graduate will benefit the Canadian economy. This wasted human capital not only negatively impacts a labour market with an aging demographic, it affects social service programs as Canadians with disabilities are one-third times more likely to live in poverty compared to Canadians without disabilities (Canadian Survey on Disability, 2017). The G20 report also stated that if employment rates for people with disabilities who are able to work were the same as for people without disabilities, economies around the world could increase their GDP by 3–7% (ILO and OECD, 2018).Originality/valueThere is no research in Canada to date that provides a national overview of the services in higher education advertised to support students with disabilities in WIL.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Work integrated learning resources for students with disabilities: are post-secondary institutions in Canada supporting this demographic to be career ready?

Gatto

Pearce

Antonie

et al. 2020

HESWBL

View full text Add to dashboard Cite

show abstract

“…It is quite challenging to define the term 'work integrated learning' as it covers a wide range of trainings such as internships, job shadowing, practicums, simulations, field work, cooperative education, work placement, cadetships, apprenticeships, and many others (Groenewald, 2004;von Treuer, Sturre, Keele, & McLeod, 2010;Smith, 2012;Wardle, 2014). For the purpose of strategic positioning in the market, HEIs strive to use any form of professional trainings, as this primarily helps students create generic skills, understand organizational culture and their own careers (Cameron, Freudenberg, Giddings, & Klopper, 2017). A key point of WIL is the integration of practical and relevant work experience within curricula, which would result in proactive and qualified graduates (Wardle, 2014).…”

Section: Work Integrated Learning In Hospitalitymentioning

confidence: 99%

Students' perspective of internship in vocational higher education

Vukić¹,

Kuzmanovic

Vukić³

2020

Manage: J. Sustainable Bus. Manage, Solutions Emerging Econ.

View full text Add to dashboard Cite

Research Question: This study aims to determine students’ satisfaction, experience and attitude toward internship in hospitality higher education. Motivation: Work integrated learning in the system of vocational higher education should enable young people, who have acquired theoretical and practical knowledge, to increase their employability, develop expertise through the process of socialization in the workplace, as well as to develop work habits and have a better understanding of the work culture. According to Hussien and La Lopa (2018), well-organized internship with detailed feedback, flexible working hours, adequate institutional support, and the ability to acquire a diverse range of skills, can increase satisfaction of all stakeholders. Idea: The main idea is to examine students’ experience, attitudes and satisfaction with internship, in order to propose practical implications for internship improvement. Data: The data were collected by means of a questionnaire during the summer term of 2017/18 academic year. The survey involved 189 students of The College of Hotel Management. Tools: Collected data were analysed and interpreted using some descriptive statistics techniques, as well as non-parametric tests such as Mann-Whitney U Test, Kruskal-Wallis H Test and Spearman's Rho. Findings: A vast majority of students were given employment opportunities during internship, which has increased their satisfaction. Gastronomy and hospitality students most often worked in the profession, while junior and senior students find the curriculum to a lesser extent consistent with the internship program. Students were most satisfied with the mentor’s objectivity in the assessment, and least satisfied with the school support during internship. Student satisfaction is also affected by better alignment of theory and practice, adequately rewarding overtime and doing the job for which they have been trained. Contribution: This study contributes to the identification and understanding of factors affecting satisfaction of hospitality students with internship and proposes measures to better internship organization.

show abstract

“…They analyzed the specific content of the four dimensions and their logical relationship, and constructed four dimensions. The theoretical framework model of dimension teaching mode is established, and its operation mechanism and final goal realization are designed systematically [1]. In 2017, He Xiaoshuang et al actively explored a new talent cultivation model for higher vocational colleges to meet the needs of the market and improve the quality of talent cultivation.…”

Section: Literature Reviewmentioning

confidence: 99%

Research and Practice on the Talent Training Mode of "Working and Learning Alternation, One Post with Various Ability" in Higher Vocational Hotel Management Major based on Modern Apprenticeship

Li¹

2019

Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019)

View full text Add to dashboard Cite

In order to meet the hotel industry's demand for talents with high specialty, strong comprehensive ability and star-rated hotel experience, shorten the employment run-in period of students majoring in hotel management in higher vocational colleges, and improve the employment rate of graduates, cloud computing technology is used to make statistics on all aspects of data of hotel industry in China, and a deep study on the training mode of modern apprenticeship in hotel management specialty of higher vocational colleges is carried out, which is "work-study alternation, one post and multi-abilities". The main research contents include the alternation of work and study, the training mode and characteristics of multi-abilities in one post, the current training situation of hotel management students in China, and the innovation of the training mode. The evaluation system model of elastic credit system is established by using virtual reality technology. The research shows that at present, there are some problems in the training mode of one post and multi-abilities, which makes the effect of the training mode greatly decline. Through innovation and improvement, the training mode can train practical, technical and skilled professionals for higher vocational colleges to meet the needs of enterprises, thus effectively improving the employment rate of graduates majoring in hotel management, shortening the running-in period and solving the problems in the early stage of graduate employment. Therefore, this study is of great significance to the development of hotel industry and the employment of graduates majoring in hotel management in China.

show abstract

The program risks of work-integrated learning: a study of Australian university lawyers

Cited by 12 publications

References 20 publications

Work integrated learning resources for students with disabilities: are post-secondary institutions in Canada supporting this demographic to be career ready?

Work integrated learning resources for students with disabilities: are post-secondary institutions in Canada supporting this demographic to be career ready?

Students' perspective of internship in vocational higher education

Research and Practice on the Talent Training Mode of "Working and Learning Alternation, One Post with Various Ability" in Higher Vocational Hotel Management Major based on Modern Apprenticeship

Contact Info

Product

Resources

About