scholarly journals Ensuring Equitable Work-Integrated Learning Opportunities for International Students

2020 ◽  
Vol 17 (4) ◽  
pp. 153-161
Author(s):  
Lesley Andrew ◽  
Keyword(s):  
International Students ◽  
Learning Opportunities ◽  
Position Paper ◽  
Financial Capital ◽  
Integrated Learning ◽  
Master Of Public Health ◽  
Strength Based ◽  
Health Course ◽  
Work Integrated Learning ◽  
Australian Universities

Ensuring equitable work-integrated learning (WIL) opportunities for international students can be problematic. This position paper explores this challenge within the context of the Master of Public Health course (MPH) in Australian universities. The availability and accessibility of placement and nonplacement WIL for international students are examined through a desktop audit of MPH offerings across 27 public Australian universities. These findings, interpreted through the lens of cultural, social and financial capital suggest although international students stand to benefit more from WIL than their domestic peers, their opportunity to participate is lower. The paper argues a strength-based approach is needed to mitigate this issue of inequity. Suggestions are offered to improve equity in placement and nonplacement WIL for international students.

scholarly journals Challenges to providing work integrated learning to international business students at Australian universities

2015 ◽  
Vol 5 (4) ◽  
pp. 401-416 ◽  
Author(s):  
Catriona Gribble ◽  
Jill Blackmore ◽  
Mark Rahimi
Keyword(s):  
International Students ◽  
International Education ◽  
International Business ◽  
Work Experience ◽  
Business Students ◽  
Integrated Learning ◽  
Economic Implications ◽  
Content Type ◽  
Work Integrated Learning ◽  
Australian Universities

Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.

scholarly journals Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs

2018 ◽  
Vol 9 (1) ◽  
pp. 62-83 ◽  
Author(s):  
Thanh Pham ◽  
Dat Bao ◽  
Eisuke Saito ◽  
Raqib Chowdhury
Keyword(s):  
Higher Education ◽  
International Students ◽  
Soft Skills ◽  
Relevant Literature ◽  
Skills Training ◽  
Communication Styles ◽  
Integrated Learning ◽  
Qualitative Review ◽  
Multicultural Diversity ◽  
Work Integrated Learning

This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking work-integrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students’ employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.

scholarly journals Work-integrated Learning and Skill Development in a Master of Public Health Program: Graduate Perspectives

2020 ◽  
Vol 17 (4) ◽  
pp. 9-26
Author(s):  
Sue Durham ◽  
◽  
Helen Jordan ◽  
Lucio Naccarella ◽  
Melissa Russell ◽  
...  
Keyword(s):  
Public Health ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Skill Development ◽  
Employability Skills ◽  
Learning Approaches ◽  
Integrated Learning ◽  
Master Of Public Health ◽  
Work Integrated Learning ◽  
Learning And Collaboration

It is increasingly understood that work-integrated learning (WIL) opportunities are critical in providing graduating students with employability skills which allow them to gain employment and effectively operate in work environments. This is particularly relevant within degrees such as public health that cut across very diverse fields of practice. Little research has previously investigated student perceptions post-graduation of skill development within public health degrees. This investigation aimed to identify the range of skills gained within a Master of Public Health (MPH) degree which graduates felt assisted them to obtain employment, and to determine the teaching and learning approaches that contributed to the development of these skills. Graduates responding to a questionnaire self-reported that they had good levels of both technical and employability skills especially in the domains: Informed Decision Making, Professional Practice and Standards, Lifelong Learning and Collaboration. Students agreed that there were frequent opportunities for applied learning and enablers to employment within their degree. However, graduates indicated that the employability domain: Commencement Readiness and confidence at point of graduation, could be strengthened. The implications of this research for the development of non-placement WIL experiences, capstone subjects, the overall curriculum and broader university student experience are discussed.

scholarly journals An institutional framework to guide the comparison of work-integrated learning

2019 ◽  
Vol 10 (1) ◽  
pp. 88-100
Author(s):  
Mollie Dollinger ◽  
Jason Brown
Keyword(s):  
Decision Making ◽  
Field Trips ◽  
Institutional Framework ◽  
Integrated Learning ◽  
Key Factors ◽  
Related Research ◽  
Graduate Employability ◽  
Work Integrated Learning ◽  
Australian Universities

Work-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term – work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to diverge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff.

scholarly journals Knowing me, Knowing you: Humanitas in work-integrated learning during adversity

2021 ◽  
pp. 159-176
Author(s):  
Patricia Lucas ◽  
◽  
Helene Wilkinson ◽  
Sally Rae ◽  
Bonnie Dean ◽  
...  
Keyword(s):  
Learning Opportunities ◽  
Lessons Learned ◽  
Integrated Learning ◽  
Theory To Practice ◽  
Key Stakeholders ◽  
Creative Solutions ◽  
Multidisciplinary Group ◽  
Work Integrated Learning ◽  
Organisational Factors

Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The Covid-19 pandemic disrupted WIL experiences, with many developed partnerships and sustained practices being abruptly impacted. In 2020, a multidisciplinary group of Australasian WIL academics, administrators and students joined in weekly virtual coffee chats to share concerns and experiences during this rapidly changing educational landscape. These conversations led to establishing a Small Significant Online Network Group (SSONG) and became the basis for this article. We explored the lessons learned from WIL practitioners to be better informed of the practice of WIL and, generally, to examine the role of collaborations in higher education. Using a collaborative autoethnographic approach, this study incorporated written reflections on WIL experiences during COVID-19 lockdowns, followed by Zoom conversations to gain deeper insights. All data was aggregated and analysed thematically, both inductively and deductively, to interpret the practice experiences of individuals in their socio-cultural contexts. This article intends to demonstrate how creative solutions, such as adopting a HUMANE framework, become valuable paradigms. These enhance and nurture relationships between all WIL stakeholders, to enrich and sustain WIL experiences for all.

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