A WIL assessment meta-framework for discipline-specific employability learning

Karen Young; Kelly Miller; Sharon La Fontaine; Stuart Palmer; Malcolm Campbell

doi:10.21153/jtlge2024vol15no1art1949

Authors

Karen Young Deakin University https://orcid.org/0000-0002-2764-4418
Kelly Miller Deakin University https://orcid.org/0000-0003-4360-6232
Sharon La Fontaine Deakin University https://orcid.org/0000-0002-9948-074X
Stuart Palmer WorkSafe Victoria https://orcid.org/0000-0002-2517-0597
Malcolm Campbell Deakin University https://orcid.org/0000-0001-5865-2966

DOI:

https://doi.org/10.21153/jtlge2024vol15no1art1949

Keywords:

work integrated learning (WIL), assessment framework, STEM, career, authentic

Abstract

Work integrated learning (WIL), particularly placement-based WIL (P-WIL), has gained momentum in Higher Education over the last decade as an educational strategy for enhancing student employability. However, there is very limited guidance on effective ways to embed and scaffold WIL assessments across courses (degree programs). We present the findings from an action-research study, purposed with building academic confidence to review and re-design existing assessments to have intentional and explicit employability foci. Key to the study was the sharing of existing WIL frameworks to build practitioner expertise. What arose was a notable intersection of similar, but unplanned assessments focused on career development learning, authentic assessment, and/or demonstrations of theory-to-practice performance during WIL activities. What was lacking was a means for designing an intentional holistic schema that tagged a suite of assessments dedicated to the development and demonstration of student employability across the course. An outcome was the creation of a novel meta-assessment WIL framework (WAM-F) that supported and purposefully integrated previously independent items: 1) career development learning; 2) transferable skills development; 3) reflections from professional practice theory-to-practice WIL experiences; and explicitly tethered these to the discipline orientation of the course. The overt tethering of discipline-specific learning outcomes to a range of WIL activities, via a course-wide approach, not only assures the regulatory requirement for all WIL experiences to contribute to, scaffold and develop the learning outcomes of a course, but also makes sense of emerging educational approaches for STEM teaching teams not always familiar or confident with how to embed fit-for-purpose employability learning.

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Author Biographies

Karen Young, Deakin University

Dr Karen Young is a Senior Lecturer, Work-Integrated Learning (WIL). She worked in industry and ran her own businesses for over 15 years before returning to Higher Education to teach and research in work-integrated learning (WIL). She is the curriculum leader for a team of WIL academics, and is the unit chair for a number of placement units. Her primary research interests are in WIL assessment, with a particular interest in reflective practices to enhance deep and transformative learning. Karen also has a Faculty-wide policy and project management role, leading projects relating to WIL practices, processes and student employability outcomes.
Kelly Miller, Deakin University

Dr Kelly Miller is an Associate Professor and Environmental Social Scientist at Deakin University, with over 25 years’ experience in social research and higher education. Kelly specialises in the human dimensions of wildlife conservation with studies in wildlife value orientations, community attitudes toward threatened species conservation, urban wildlife management, wildlife-human conflict, education for sustainability, and sustainable behaviours. She also leads research projects on work-integrated learning, micro-credentialing in higher education, online learning, and curriculum renewal.
Sharon La Fontaine, Deakin University

Sharon La Fontaine is an Associate Professor in Biomedical Science and Career Education at Deakin University. Sharon’s biomedical research has focussed on the role of metals in health and disease, while teaching and current research interests are in career education and work integrated learning (WIL) to enhance science students’ career development learning, career management and employability. Sharon is leading a project to embed career education across all undergraduate courses in one Faculty at Deakin University.
Stuart Palmer, WorkSafe Victoria

Stuart Palmer is a professional engineer. His interests include safety at work, the appropriate use of technology in teaching and learning, social network analysis, graduate employment outcomes and frequency domain analysis, all of which include research data visualisation.
Malcolm Campbell, Deakin University

Emeritus Professor Malcolm Campbell is an experienced academic leader in the higher education sector. He provides advice, guidance and mentoring to future leaders across the sector. Malcolm’s skills and expertise cover a wide range of university activities and is an experienced auditor and adviser in the review and development of policy, procedures and processes around the delivery of higher education.

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