creating sustainable programs for wil in...
TRANSCRIPT
![Page 1: Creating sustainable programs for WIL in Scienceacen.edu.au/wp-content/.../08/ACEN-webinar-Creating... · Work-integrated Learning (WIL) is aimed at improving the ... ABS education](https://reader034.vdocuments.mx/reader034/viewer/2022051911/6000f3d9fa24967a0f056909/html5/thumbnails/1.jpg)
ProfessorLizJohnson,ACDS&DeakinProfJohnRice,ACDSProfCristinaVarsavsky,MonashProfJoWard,CurtinProfMalcolmCampbell,DeakinDrJohnHoldsworth,NewcastleDrTrinaJorredeStJorre,DeakinDrJoElliott,DeakinJenAughterson,Deakin
CreatingsustainableprogramsforWILinScienceLizJohnsonandJoElliott
ProfessorJanOrrell,FlindersProfAmandaHenderson,GriffithMsAnneYounger,AiGroupDrMichaelWhelan,SCU&ACEN
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Today’swebinar
• ContextforWILinScience:motivation,currentstate
• LeadershipforWILinScienceproject:overviewofinitialsteps
• SuccessfulWILinScienceproject:strategyandprogress
• WILinScienceresearch:PerceptionsofWILinSciencepractitionersPerceptionsofsciencestudents
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Theprobleminscience…
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Sciencegraduateshavediversecareers
25.2%
17.4%
14.7%
10.6%
7.4%
5.8%
5.2%
3.1%3.0%
2.3% 2.2% 1.5% 1.0% 0.6%Notworking-25.2%
General-17.4%
Science(Prof.)-14.7%
Management-10.6%
IT-7.4%
Education-5.8%
Marketing-5.2%
Science(Tech.)-3.1%
Finance-3.0%
Health-2.3%
Eng./Tech.-2.2%
Professionalother-1.5%
Unknown-1.0%
Construction-0.6%
Directly inScience 28%
Notworking 25%
‘General’ 17%
Management 11%
IT 7%
Education 6%
Marketing 5%
Finance 3%
Almost50%ofworkingB.Sc.graduatesarenotemployeddirectlyinScience.
~48%
Palmer et al (2017) Palmer, Stuart, et al. Res.Sci. Ed. 1-18.
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14.7% 14.4%
29.2%18.8%
9.5%
28.2%
7.1%
3.1% 3.8%
6.2%
6.4%
2.3%
1.6%
1.6%
57.0% 54.7%
37.4%58.7%
60.2%
56.3%
77.6%
25.2% 27.1% 27.2%16.2%
27.9%14.0% 13.7%
161597 25056 12426 692 2487 16342 863
0%
20%
40%
60%
80%
100%
BachelorofScience
BachelorofBiologicalScience
BachelorofBiomedicalScience
BachelorofForensicScience
BachelorofZoologyand
AnimalScience
BachelorofEnvironmental
Science
BachelorofFisheriesandAquaculture
Percen
tageofscien
cegradu
ates...
Undergraduatescienceprogramspecialism
…workingasscienceprofessional …workingassciencetechnician …otherwiseemployed …notworking Total
38%
78%
Out
-of-
field
Differentdegreeslinktodifferentoutcomes
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Not allscientistswearlabcoatsnow…
Careers thatunderstandscience
Careersthatuse
science
Scientistswhocreatescience
• Regulators• Sciencerelated
business• Policy development• Teaching
• Health• Engineering• Information
technology• Environmental
Management• Architecture
• Pureresearch• Appliedresearch
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…andjobsarechangingrapidly
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Employability meansthatstudentsacquiretheskills,understandingsandpersonalattributesthatmakethemmorelikelytosecureemploymentandbesuccessfulintheirchosenoccupationstothebenefitofthemselves,theworkforce,thecommunityandtheeconomyMantz Yorke 2009
Work-integratedLearning(WIL) isaimedatimprovingtheemployabilityofgraduatesbygivingthemvaluablepracticalexperiencewhichisdirectlyrelatedtocoursesbeingstudiedatuniversity.WILalsoimprovesthetransition fromuniversitytoworkand productivityoutcomesfortheemployerandtheeconomy.NationalStrategyonWorkIntegratedLearninginUniversityEducation,2015
Whathelpsemployability?
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WILcanbediverse…
See:Kaider, Hains-Wesson & Young, (2015) in http://acen.edu.au/resources/enhancing-courses-for-employability/
Oliver B (2015) 6:56, J. Teach. Learn. Graduate Employability
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…butsciencestudentshavelessaccesstoexplicitWIL
Edwardsetal,2015
01020304050607080
projects short medium long
Science
Agriculture & Env Sci
ICT
Science and maths
Stud
ent p
artic
ipat
ion
(%)
placements
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Leadership for WIL (2015-2016)
Successful WIL (2016-2018)
HowcanwegrowWILinScience?
http://www.acds-tlcc.edu.au/work-integrated-learning/
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Understandingtheclimateforchange:national
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Creatingaclimateforchange:local
University: strategic agenda, systems, resourcing
Faculty: degrees, discipline priorities, resources
Students and teachers and industry partners
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Leadership for WIL (2015-2016)
HelpingFacultiestogrowWILinScience
http://www.acds-tlcc.edu.au/work-integrated-learning/
National network WIL in Science Forum
Lighthouse projectsRegional workshops
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AchangemodelforFaculties
• FacultiesareatdifferentstagesintheirWILjourney
• Needtomeetthemwheretheyare
• Peer-to-peersupport
• Discipline-orientedinformation,• Casestudies,examples,resources
Intention&plan
Build &trial
Refineandexpand
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DeakinUniversityCRICOSProviderCode:00113B Darren Flinders Flamborough Lighthouse, East Yorkshire, Creative Commons
Extending WIL and building capacity for the future
UTS SydneyDeakin University
Developing alternative approaches to WIL
University of QueenslandMonash University
Setting up Faculty WIL programsUniversity of TasmaniaWestern Sydney University
LighthouseProjects:casestudieshttp://www.acds-tlcc.edu.au/publications/case-studies-of-successful-wil/
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DeakinUniversityCRICOSProviderCode:00113B
WIL in Science guideCurate existing resourcesExpand case studies
Regional CoPsPeer mentoring
HelpingFacultiestogrowWILinScienceSuccessful WIL (2016-2018)
WIL in Science ‘specialists’Science students
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WhatWILspecialistssayaboutstudentengagement
Researchquestions
• Howandwhysciencestudentsengage withWILopportunities• StrategiesforcommunicatingandmotivatingsciencestudentstoengagewithWIL
• StrategiesformakingWILexperiencesmeaningful tosciencestudents
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Whowespoketo
• N=23(13universities)
Rolesincluded:• Teaching aWILunitorprogram• Developing orgrowingWILwithintheirfaculty• SupportingWIL• Engagingindustry• ChampioningWIL
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1.WILspecialiststhinksciencestudentsareveryinterestedinWILbut…
“They’redeadkeenforemployment-relatedopportunity”
• Buthowmanyactuallyengage?
“it’shardtosayablanketyesornothemajorityareengagedorinterestedinWILornot”
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2.Theythinkinterestisrelatedtoemployability
“ThisisanopportunityinasafeenvironmenttoactuallyexplorewhetherwhatIthinkit'sliketobeawhateverisreallywhatit'slike.Getmyfootinthe
door,gettheedgeonothergraduates”
• Somestudentsalsomotivatedbypassionandenthusiasmfortheirsubject
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0
10
20
30
40
50
60
70
80
90
Getajob Getabetterjob/promotion
Jobrequirement,extraskills
Job-relatedreasons
(combined)
Personalinterest,
enjoymentorconfidence
Other
Reasonsforundertakingstudy(%)
ABSeducationandtrainingexperiencesurvey,2009
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3.Toengagestudentsweneedtohaveaconversation…
• MakeWILvaluableandrelevant
“howunderstandingthemselves,orhavingthatself-awarenesswillhelpthemnavigatetheirworldofworkinthefuture”
“what’sthepurposeofthisparticularpieceofassessmentforyou,foryourfuture”
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• MakeWILexplicit
• Wecan’tassumethatstudentsrecognisetheskillstheyaredeveloping
• “thesearethethingsthatwe'regoingtobuildthroughoutthecoursealongsideyourdisciplineknowledge”
• Weneedtotalktothemabouthowthelearningactivitieshelpthemdeveloptheircapabilities
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• MakeWILvisibleandaccessible
“Whentheysee[placement]aspartof theircoursemaptheytendtoatleastgetengagedwith‘Whatisthis?WhatdoIneed
todo?’”
“Weneedtomakeroomforitinthecurriculum…itmakesiteasierforstudentstoengagewithit.”
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4.Differentstudentsneeddifferentconversations…
• Factorsinfluencingengagement• Thedisciplineculture• Easeofidentifyingcareerpathsandopportunities• Disciplinestereotypes• “It'snotaonesizefitsall”• Motivationsandgoals• Priorworkexperience• Commitmentsoutsideuniversity• Confidence
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5.Weallneedtohavetheconversation...
“Multiplestreams…multiplechannels…multipleoccasions”
• Lecturers• Tutorsanddemonstrators• Otherstudents• Recentgraduates• Employersandindustryrepresentatives• Careersservices
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…butgettingallstaffonboardcanbechallenging.
“It’sabittrickyaswellgettingtheacademicsonboard…gettingthemtorecognisethatmaybehalfofthe
studentbase,ifnotmore,arenotonaresearchtrack.”
• Otherchallengesforteachingstaff• Don’tknowwhattosayaboutWIL• Don’tthinkofWIL• Don’thaveaholisticviewofthecourse
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6.Ofcourse,onceweengagethem,weneedtomakesurewedeliver
• AssessmentandreflectionhelpmakeWILmeaningful
“BecauseyouareassessingtheWILexperienceyouarekindofforcingthemtoreflectonwhatthe valueofthatexperiencewas.Ithinkifthereisnoassessmentbuiltin…
maybetheyjustdoitandtheydon’treflectonit.”
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7.Reflectionishard…
• Writtenreflection/reflectivediary
• Jobapplicationsandinterviews
• Skillsaudits
• Criticalincidentanalysis
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MoreWILisnotenough…
• WeneedtoengagestudentsinWILby:• Communicating
• Repeatedlyandexplicitly• AboutthevalueandrelevanceofWIL• Throughmultiplechannelsandmultiplesources
• MakingWILvisibleandaccessible,witharangeofoptions
• Helpingstudentsreflectontheirlearninganddevelopment
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Butwhatdothestudentssay?
• Focusgroupsandinterviews• Approx.75studentsfromtwouniversities• Threemoreuniversitiestocome
• Explorestrategiesfor• effectivelycommunicatingtostudentsaboutWIL• motivatingstudentstoengagewithWIL• makingWILexperiencesmeaningful.
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WILbasicsWILinScienceDefiningWILWhyWIL?Commonchallenges
GoodPracticeDesignDeliverEvaluate
ProgramdevelopmentInitiateandplanBuildandtrialExpandandrefine
ResourcesandTools
Networks,discussionandsharing
WILinScienceGuide
Nextsteps:information,ideasandmoreconnections
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Wanttoknowmore?www.acds-tlcc.edu.au/
Thankstotheprojectteam:LizJohnson,JohnRice,CristinaVarsavsky,JoWard,MalCampbell,JohnHoldsworth,TrinaJorredeStJorre,JoElliottandJenAughterson.