Creating group work-integrated learning experiences for non-clinical health degrees: A practitioner reflection

Natalie  Colson; Louise Maddock; Mary-Ann  Shuker; Sanger Georgina

doi:10.21153/jtlge2024vol15no2art2028

Authors

Natalie Colson Griffith University, Queensland https://orcid.org/0000-0001-7883-2219
Louise Maddock Griffith University https://orcid.org/0000-0003-1935-8478
Mary-Ann Shuker Griffith University
Sanger Georgina Griffith University https://orcid.org/0009-0007-2022-7519

DOI:

https://doi.org/10.21153/jtlge2024vol15no2art2028

Keywords:

Work-integrated learning, WIL, employability, career readiness, career development, career skills, partnerships

Abstract

Work-Integrated Learning (WIL) experiences, integral for equipping students with the skills and knowledge crucial for employment and success in their chosen careers, have traditionally been associated with accreditation requirements in professional programs. More recently, acknowledging the importance of WIL experiences in non-professional programs has grown. In this reflective paper, the experiences of the practitioner tasked with developing a new WIL capstone course for students in Health and Biomedical Science degrees are described. Grounded in social exchange theory, where interactions are viewed as exchanges aimed at maximising rewards while minimising costs, the intent was for student groups to engage with a range of authentic project experiences offered by industry, community, and academic staff (the WIL partners). Critical elements were the active involvement of a diverse array of partners and the importance of relationship building for the long-term sustainability of the project experiences. I discuss and reflect on the specific strategies employed to engage the WIL partners, inspiring them to collaborate and develop meaningful projects suitable for students pursuing various career paths. Additionally, I reflect on the invaluable experiences and feedback provided by our partners.

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Author Biographies

Natalie Colson , Griffith University, Queensland

Dr Natalie Colson Shilton is a Senior Fellow of the Higher Education Academy and leads courses in genetics and work-integrated learning. Her research interests include health education, nutrigenomics, and healthy workplaces.
Louise Maddock, Griffith University

Dr Louise Maddock is a Senior Consultant (Learning and Teaching) in the Centre for Learning Futures at Griffith University and a Senior Fellow of the Higher Education Academy. Her research interests include critical emancipatory educational praxis and academic middle leading in university higher education.
Mary-Ann Shuker, Griffith University

Ms Mary-Ann Shuker is a Learning and Teaching Consultant at Griffith University, Australia and a Senior Fellow of the Higher Education Academy and a fellow of the Higher Education Research and Development Society of Australasia. Her research interests include technology enhanced learning and student engagement.
Sanger Georgina, Griffith University

Ms Georgina Sanger is a Senior Fellow of the Higher Education Academy and helps academics design and implement innovative curricula. Her research interests include curriculum transformation and innovative pedagogy.

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