{"id":59062,"date":"2021-08-30T04:10:14","date_gmt":"2021-08-30T08:10:14","guid":{"rendered":"https:\/\/world.edu\/?p=59062"},"modified":"2021-08-30T04:10:14","modified_gmt":"2021-08-30T08:10:14","slug":"how-work-integrated-learning-helps-to-make-billions-in-uni-funding-worth-it","status":"publish","type":"post","link":"https:\/\/world.edu\/how-work-integrated-learning-helps-to-make-billions-in-uni-funding-worth-it\/","title":{"rendered":"How work-integrated learning helps to make billions in uni funding worth it"},"content":{"rendered":"

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\nAustralian universities invest heavily in the employability of their graduates. The Australian government\u00a0supports this goal<\/a>\u00a0with annual funding to increase to A$20 billion by 2024. This includes $900 million in grants through the\u00a0National Priorities and Industry Linkage Fund<\/a>. A key focus is on expanding\u00a0work-integrated learning<\/a>.<\/p>\n

Work-integrated learning (WIL) includes internships, fieldwork and placements, but also on-campus work projects. In these settings, students solve business problems, implement innovations and manage uncertainties. This makes it a\u00a0practice-based approach<\/a>.<\/p>\n

According to the\u00a0National Strategy on Work-Integrated Learning in University Education<\/a>, it should provide authentic, meaningful and relevant experiences to prepare students for the workplace.<\/p>\n

The question today is no longer whether to offer work-integrated learning, but how to do it well.<\/p>\n

A digitally driven shift in focus<\/strong><\/h4>\n

Teaching for workplace readiness must make the transition to digital so learning does not depend on location.<\/p>\n

As recently as 2017,\u00a052.7% of all work-integrated learning was off-campus<\/a>. But limited places, especially during\u00a0COVID-19 economic downturns<\/a>, mean fewer students get a practice-based experience.<\/p>\n

Digitalising work-integrated learning makes it available for many more students.<\/p>\n

The University of Sydney program\u00a0Job Start Edge<\/a>, for example, offers international students workplace skill learning in fully digital form. Other universities work with talent platforms such as\u00a0Forage<\/a>\u00a0to offer \u201cmicro internships\u201d of 5-6 hours.<\/p>\n

Another model is to bring workplace practice to students, instead of the students to practice. The insourcing model provides work readiness in a digital classroom.<\/p>\n

The University of New South Wales\u2019\u00a0Sandbox Education Program<\/a>, for example, digitally simulates a professional working environment. By bringing real-world scenarios and problems into the classroom, it offers a safe space to build and test workplace readiness.<\/p>\n

Digital on-campus models provide learning that is\u00a0resilient to lockdowns<\/a>\u00a0and working from home. Universities with simulated work integration in the classroom continued the learning even during the\u00a0peak of COVID-19<\/a>. The digital transition has enabled learning anytime and anywhere.<\/p>\n

Delivering concrete benefits for industry<\/strong><\/h4>\n

Industry partners are essential for showing students the dynamics of real workplaces. Fortunately, broad support from industry exists. The\u00a0Australian Industry Group<\/a>\u00a0invites its members to join these partnerships.<\/p>\n

This was not always so.\u00a0Employers<\/a>\u00a0were once hesitant to commit time and resources as university partners. Gaining access to fit-for-purpose talent was simply not enough incentive.<\/p>\n

The motivation changed when work-integrated learning outcomes began to deliver concrete benefits. Then students produce ready-to-use products or services of value.<\/p>\n

For example, at\u00a0The University of Queensland<\/a>, we pioneered the concrete delivery model in an information systems project with\u00a0Siemens Digital Industries<\/a>\u00a0and\u00a0Variety \u2013 the Children\u2019s Charity of Queensland<\/a>.<\/p>\n

Variety wanted a safe digital space for its vulnerable children to stay connected, especially during lockdowns. It also required an events management feature for post-lockdown times.<\/p>\n

Students developed the\u00a0software app<\/a>\u00a0using the low-code development platform\u00a0Mendix<\/a>. Kids in Variety programs such as\u00a0Kids Choir<\/a>\u00a0and Youth Ambassadors now use the app to plan and chat.<\/p>\n

The concrete delivery model directly benefits Australian businesses. The transferable value makes partnerships more attractive.<\/p>\n

Making sure of quality outcomes<\/strong><\/h4>\n

Large-scale work-integrated learning initiatives exist. Swinburne University of Technology has\u00a0announced<\/a>\u00a0it will offer work-integrated learning to all undergraduate degree students. At this scale, effective governance with defined quality standards and output measures is imperative.<\/p>\n

Universities and educational groups have developed such systems. The University of Waterloo, Canada, developed a\u00a0work-integrated learning quality framework<\/a>\u00a0to govern quality internally. The\u00a0Australian Collaborative Education Network<\/a>\u00a0provides a framework for member universities to control process and product quality.<\/p>\n

When applied comprehensively, these frameworks provide transparency on the use of WIL funding.<\/p>\n

Governance systems also enhance educators\u2019 accountability for investments by industry partners. The University of Tasmania, for example, developed an\u00a0evaluation tool<\/a>\u00a0to identify areas for curriculum improvement.<\/p>\n

High-quality learning experiences depend on excellent teaching. Effective governance systems can ensure it\u2019s delivered.<\/p>\n

Creating infrastructure to support work-integrated learning<\/strong><\/h4>\n

Early WIL efforts focused on creating boutique-style learning for small cohorts of students. This teaching format\u00a0places high demands<\/a>\u00a0on educators. The demands will increase as we expand work-integrated learning.<\/p>\n

The government\u2019s funding under the\u00a0Job-ready Graduates Package<\/a>\u00a0aims to increase the number and variety of WIL programs. Not surprisingly, universities are ramping up their efforts to meet government funding requirements. This is a risky strategy.<\/p>\n

The delivery of more boutique-style programs is not sustainable in the long term. A mental shift is required to focus on creating infrastructure for large-scale work-integrated learning.<\/p>\n

For example, Monash University provides an\u00a0academic tool kit<\/a>\u00a0with the fundamental building blocks for work-integrated learning. Educators save time and effort as they only need to contextualise the blocks for a particular initiative.<\/p>\n

The essential elements for work-integrated learning to be done well include:<\/p>\n