Theory in the Service of Practice: WIL and the curriculum

Sally Male, Lesley Jolly, Esther Matemba, Andrew Valentine

Research output: Chapter in Book/Conference paperConference paper

Abstract

The decline in the availability of traditional work placements for engineering students in Australia has led to developments in non-placement work integrated learning (WIL) to supplement work placement. To appropriately incorporate WIL into the curriculum, employability skills to be achieved through WIL must be translated into intended unit learning outcomes, and outcomes need to be clearly defined. We argue that the problem is a cultural one of moving from university to the different world of work, a matter of dealing with cultural difference. Transcripts from three focus groups (held at three institutions) involving engineering students who participated in WIL activities were inductively analysed using the theories of Pierre Bourdieu. Students identified accountability as one of the key areas that was more important in real-world work situations than at university. Non-placement and virtual WIL modules should include learning activities and assessment that develop and assess accountability. The Bourdieu framework is likely to be valuable in further describing WIL learning outcomes in practical ways that can be used to inform curriculum development.
Original languageEnglish
Title of host publication30th Australasian Association for Engineering Education Conference
PublisherThe University of Southern Queensland
Number of pages7
Publication statusAccepted/In press - 8 Dec 2019
Event30th Annual Conference of the Australasian Association for Engineering Education - Brisbane Convention and Exhibition Centre , Brisbane, Australia
Duration: 8 Dec 201911 Dec 2019
https://www.usq.edu.au/study/faculty-events/2019/12/aaee2019

Conference

Conference30th Annual Conference of the Australasian Association for Engineering Education
Abbreviated titleAAEE2019
CountryAustralia
CityBrisbane
Period8/12/1911/12/19
Internet address

Fingerprint

curriculum
learning
engineering
working-day world
responsibility
university
student
employability
curriculum development
cultural difference
supplement
Group

Cite this

Male, S., Jolly, L., Matemba, E., & Valentine, A. (Accepted/In press). Theory in the Service of Practice: WIL and the curriculum. In 30th Australasian Association for Engineering Education Conference [43] The University of Southern Queensland.
Male, Sally ; Jolly, Lesley ; Matemba, Esther ; Valentine, Andrew. / Theory in the Service of Practice: WIL and the curriculum. 30th Australasian Association for Engineering Education Conference. The University of Southern Queensland, 2019.
@inproceedings{b79e1e2d9d01474f98e2147036c5fad8,
title = "Theory in the Service of Practice: WIL and the curriculum",
abstract = "The decline in the availability of traditional work placements for engineering students in Australia has led to developments in non-placement work integrated learning (WIL) to supplement work placement. To appropriately incorporate WIL into the curriculum, employability skills to be achieved through WIL must be translated into intended unit learning outcomes, and outcomes need to be clearly defined. We argue that the problem is a cultural one of moving from university to the different world of work, a matter of dealing with cultural difference. Transcripts from three focus groups (held at three institutions) involving engineering students who participated in WIL activities were inductively analysed using the theories of Pierre Bourdieu. Students identified accountability as one of the key areas that was more important in real-world work situations than at university. Non-placement and virtual WIL modules should include learning activities and assessment that develop and assess accountability. The Bourdieu framework is likely to be valuable in further describing WIL learning outcomes in practical ways that can be used to inform curriculum development.",
author = "Sally Male and Lesley Jolly and Esther Matemba and Andrew Valentine",
year = "2019",
month = "12",
day = "8",
language = "English",
booktitle = "30th Australasian Association for Engineering Education Conference",
publisher = "The University of Southern Queensland",

}

Male, S, Jolly, L, Matemba, E & Valentine, A 2019, Theory in the Service of Practice: WIL and the curriculum. in 30th Australasian Association for Engineering Education Conference., 43, The University of Southern Queensland, 30th Annual Conference of the Australasian Association for Engineering Education, Brisbane, Australia, 8/12/19.

Theory in the Service of Practice: WIL and the curriculum. / Male, Sally; Jolly, Lesley; Matemba, Esther; Valentine, Andrew.

30th Australasian Association for Engineering Education Conference. The University of Southern Queensland, 2019. 43.

Research output: Chapter in Book/Conference paperConference paper

TY - GEN

T1 - Theory in the Service of Practice: WIL and the curriculum

AU - Male, Sally

AU - Jolly, Lesley

AU - Matemba, Esther

AU - Valentine, Andrew

PY - 2019/12/8

Y1 - 2019/12/8

N2 - The decline in the availability of traditional work placements for engineering students in Australia has led to developments in non-placement work integrated learning (WIL) to supplement work placement. To appropriately incorporate WIL into the curriculum, employability skills to be achieved through WIL must be translated into intended unit learning outcomes, and outcomes need to be clearly defined. We argue that the problem is a cultural one of moving from university to the different world of work, a matter of dealing with cultural difference. Transcripts from three focus groups (held at three institutions) involving engineering students who participated in WIL activities were inductively analysed using the theories of Pierre Bourdieu. Students identified accountability as one of the key areas that was more important in real-world work situations than at university. Non-placement and virtual WIL modules should include learning activities and assessment that develop and assess accountability. The Bourdieu framework is likely to be valuable in further describing WIL learning outcomes in practical ways that can be used to inform curriculum development.

AB - The decline in the availability of traditional work placements for engineering students in Australia has led to developments in non-placement work integrated learning (WIL) to supplement work placement. To appropriately incorporate WIL into the curriculum, employability skills to be achieved through WIL must be translated into intended unit learning outcomes, and outcomes need to be clearly defined. We argue that the problem is a cultural one of moving from university to the different world of work, a matter of dealing with cultural difference. Transcripts from three focus groups (held at three institutions) involving engineering students who participated in WIL activities were inductively analysed using the theories of Pierre Bourdieu. Students identified accountability as one of the key areas that was more important in real-world work situations than at university. Non-placement and virtual WIL modules should include learning activities and assessment that develop and assess accountability. The Bourdieu framework is likely to be valuable in further describing WIL learning outcomes in practical ways that can be used to inform curriculum development.

M3 - Conference paper

BT - 30th Australasian Association for Engineering Education Conference

PB - The University of Southern Queensland

ER -

Male S, Jolly L, Matemba E, Valentine A. Theory in the Service of Practice: WIL and the curriculum. In 30th Australasian Association for Engineering Education Conference. The University of Southern Queensland. 2019. 43