Assessment-led reform: Creating a sustainable culture for WIL

Karen Young; Stuart Palmer; Clare Binek; Mark Tolson; Malcolm Campbell

doi:10.21153/jtlge2019vol10no1art784

Authors

Karen Young Deakin University, Australia http://orcid.org/0000-0002-2764-4418
Stuart Palmer Deakin University, Australia http://orcid.org/0000-0002-2517-0597
Clare Binek Deakin University, Australia http://orcid.org/0000-0002-6476-5673
Mark Tolson Deakin University, Australia http://orcid.org/0000-0002-4234-726X
Malcolm Campbell Deakin University, Australia http://orcid.org/0000-0001-5865-2966

DOI:

https://doi.org/10.21153/jtlge2019vol10no1art784

Keywords:

WIL, scaffolded, assessment, industry, employability, change, curriculum-led reform

Abstract

This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the ‘imposed’ changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.

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Author Biographies

Karen Young, Deakin University, Australia

Dr Karen Young is a Senior Lecturer in the Higher Education sector in 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.
Stuart Palmer, Deakin University, Australia

Dr Stuart Palmer is an Associate Professor in the School of Engineering at Deakin University in Australia. He has a background in the management of engineering, and taught in the area of engineering professional practice for 12 years. He is a Chartered Professional Engineer and a member of Engineers Australia. His research interests include characterising the graduate employment outcomes for Australian STEM graduates.
Clare Binek, Deakin University, Australia

Clare is a PhD candidate, who’s research focus is on higher education STEM student retention. Clare is a passionate about STEM education and employability, and has taught science and environmental science to undergraduates for the the past 7 years.
Mark Tolson, Deakin University, Australia

Mr Mark Tolson is the Manager of the Work Integrated Learning programs for the Faculty of Science, Engineering, IT, Architecture & Built Environment at Deakin University (Australia). The Faculty places approx. 1200 students with Industry each year both within Australia and overseas. He has extensive senior executive experience in Business including 20 years with ANZ Banking group before joining the ranks of Higher Education a decade ago. His research interests include a focus on industry engagement for Work Integrated Learning students both on and off campus. He holds a B.Economics and post graduate qualifications in Corporate Finance.
Malcolm Campbell, Deakin University, Australia

Malcolm is Deputy Dean and Associate Dean (Teaching and Learning) in the Faculty of Science, Engineering and Built Environment., Deakin University.

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