Agenda

• WIL as pedagogical practice
• WIL and curricula – Frameworks, models and practices
• WIL and experiencing curricula

• WIL in the context of contemporary concepts of employability
• Developing a WIL programme that is integrative, cooperative and authentic
• Examining a pedagogical model that enables professional practice and employability

• Elucidating the critical processes, principles and theory – proof-oriented model of evidence teaching
• Engaging with theory and practice in an integrated learning cycle
• Value of situating the acquisition of essential knowledge of the rules of evidence in a practical mock trial framework
• Theory acquisition, planning, doing and reflecting
• Delivery and assessment

• Underpinnings for an assessment framework for WIL
• Who assesses WIL – considering the challenges for university, employer and student in framing assessment of learning
• Aligning assessment with development of employability skills

• Exploring the different pedagogies that are used in different models of WIL
• Do the same theories of good pedagogy apply to WIL? If so why, and if not, why not?
• Key issues for sound pedagogical practice for embedding WIL in curricula

• What are the current issues and challenges?
• How are these impacting on stakeholders?
• Are there any solutions in sight?

This presentation is designed to investigate the Queensland contextual issues that need to be considered for an efficacious WIL experience for student health professionals. Examples of some factors that need to be considered include:

• Different disciplines, different resource needs;
• The educational focus and motivational commitment from staff
• The time commitment from staff for the student supervision process
• The physical resources required
• The workplace, health and safety requirements;
• The administrative pre-WIL requirements

• Exploring the contributions that can be made by service-learning to the growing demands for increased WIL opportunities
• Outlining the curriculum requirements that both align with, and are different to more conventional WIL curriculum
• A brief national overview of how service-learning is being approached in different Australian universities

• Skills development for WIL programme management – University and employer
• Costs for all stakeholders in facilitating a comprehensive WIL programme
• Addressing staff workload issues and developing institutional policy to support staff leading WIL programmes
• Challenges for flexible curricula that allow students to access and engage in WIL

• The importance of, and need for, academic leadership development for coordinators of practicum, fieldwork and clinical placement programs
• A leadership model and leadership development program to assist staff in this role to meet the increasing demands of this crucial area of WIL
• As the program is cross-disciplinary, it will be of relevance to anyone looking to expand fieldwork, practicum, and clinical placements
• Leadership development as an important resourcing issue for WIL

• Expectations and outcomes of PBLE for all stakeholders
• Conditions for effective learning exchange
• Potential for student engagement with discipline specific knowledge; developing generic skills and professional relationships
• Encouraging reflective learning and knowledge exchange between stakeholders

• Why the affective domain is important
• Problematic nature of assessment in the affective domain
• Affective learning in Higher Education
• Importance of all forms of WIL in developing students affective domain

• Acknowledging the diversity of the various creative arts sub-disciplines and the scale and profile of creative industries
• Challenging conventional internship models practiced by a number of disciplines
• Developing multiple professional skills that are transferable into professional contexts - community engagement, teaching, small business entrepreneurship, client engagement, administration and museum practice

• The history & context - placement of undergraduate health care professionals
• The Victorian Clinical Placement Network
• Hazards and realities
• Sourcing & resourcing
• Integration & disintegration

• Using a range of carefully scaffolded WIL activities to develop graduate attributes and advance employability skills
• Developing reflective, resilient and highly competent future managers
• Immersing students in a professional practice framework - orientation to graduation. - Evidence-based continuous improvement

• Curriculum enhancement for the modern graduate – what part does WIL play?
• WIL as a key input into developing, assessing and achieving graduate capabilities

• Establishing a conceptualisation of WIL that can be operationalised for measurement and applied equally validly across disciplines and types of WIL
• Conceptualisation of work-readiness that, similarly, is applicable across disciplines
• The validation of appropriate measures of these two constructs
• Examining the impact of WIL on work-readiness outcomes to guide university leaders in best practice and curricula investment

• Stakeholder integrated approach for planning and delivery
• Defining roles and developing a framework for relationships, goals and levels of commitment
• How stakeholders roles and expectations impact the WIL experience