Getting Started
When considering what is a good quality work-integrated learning opportunity, some key elements are
(1) meaningful experience in a workplace setting;
(2) curricular integration of workplace learning and academic learning;
(3) student outcomes that lead to employability; and
(4) reflection (McRae & Johnston, 2016; See also Work-Integrated Learning Quality Framework).
Prior to any module design that may send UCD students on academic ‘internship’ placements, it is important to link with UCD Careers who will advise on many of the institutional regulations, roles and responsibilities; see their webpage on Academic Internships.
In designing a module in this area, the first step is to consider what are the expectations for learning in this context, what are your module’s learning outcomes? Given that there are at least three key stakeholders, these outcomes should be developing in association with the student, the key university staff, and the workplace/community (Ruskin & Bilous, 2022).
Developing Learning Outcomes
Setting Expectations
Support students to negotiate their own learning goals with the placement staff (practitioners). Learning contracts can facilitate this process.
Some common outcomes, depended on the type of placements are that students should be able to:
- integrate different forms of knowledge in practice (theory to practice application)
- reflect on the nature of work and engage in reflection on their personal goals
- acquire specify disciplinary/profession skills/ attributes
- engage in problem solving and making decisions
- develop capabilities to judge the quality of their own work
- develop their professional identities
- design, implement and disseminate research in practice
- engage with community groups
- demonstrate ability to work individually and as part of a team
- to experience the world of work before graduation
Institutional programme and professional graduate attributes/competencies will also influence the type of outcomes required by student on the WIL experience, such as emphasis on interdisciplinary learning, intercultural competence, networking and collaboration, etc.
For many professional programmes, there is a working set of competencies: ‘Competence means the ability to apply knowledge, skills and personal, social and methodological skills in the workplace or during learning, as well as in personal and professional development’ (Nikolov, 2014, European Qualification Framework). When considering a set of competencies in the design phase, either at programme or module level, there has been a recent move toward not over-specifying these so that they are allow for flexible learning opportunities in different work settings (Bates et al, 2019). As each WIL opportunity and each student is unique, there should be space in the learning outcomes for students to negotiated with practitioners/industry staff some unique outcomes for that context. This can be facilitated by the use of learning contracts (see Self-Directed Learning/Learning Contracts)
Preparing Students for Placement
UCD Careers has a dedicated web resource for students interested in internships, including the value of internships; finding a placement; CV, application and interview preparation; and making the most of the placement.
Different expectations of the learning on the placement has been identified as one of the greatest challenges in WIL (O’Neill, 2022), therefore dialogue and communication between the students and the placement staff are key. It is helpful if students, educators and the placement staff can articulate and negotiate these expectations through early dialogue and, where relevant, document in learning contracts/agreements.
References and Resources
- Bates et al (2019) Embracing standardisation and contextualisation in medical education Medical Education. 53: 15–24 doi: 10.1111/medu.13740
- McRae, N., & Johnston, N. (2016). The development of a proposed global work-integrated learning framework. Asia-Pacific Journal of Cooperative Education, 17(4), 337-348.
- Nikolov, R. S. (2014). Competence based framework for curriculum development. Bulgaria: Zabukvite, O’pismeneh.
- Ruskin, J,. & R. Bilous (2022) Engaging stakeholder om work-integrated learning: a sustainable model for curriculum co-creation, In (eds) Ferns, S.J, Rowe, A.D, & K.E. Zegwaard (Eds) (2022) Advances in Research, Theory and Practice in Work-Integrated Learning: Enhancing Employability for a Sustainable Future. London: Routledge, pp47-49.