Future Ready? Ensuring meaningful work integrated learning for all.
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In this keynote presentation I explore the value of WIL in providing key skills for future workforce needs. Against a backdrop of significant changes in the workplace and challenges to resources and recognition within institutions, I ask whether institutions can make WIL experiences accessible, meaningful and of high quality for all our students. Newcastle University's Career-ready Placements project will provide a critical case study to better understand and address key challenges in this area.
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Future Ready? Ensuring meaningful work integrated learning for all.
- 1. Professor Steven Warburton, PVC (EI), University of Newcastle, NSW. Future ready? Ensuring meaningful work integrated learning for all
- 3. Mauri oho Mauri tū Mauri ora ki a tātou Haumi e! Hui e! Tāiki e! Life force awaken Life force stand tall Life force all wellness, good health for all Join together, unite, the group is ready to progress for the purpose of coming together
- 4. What?
- 7. Work Integrated Learning • Refers to structured and purposefully designed learning and assessment activities that integrate theory with the practice of work. • This encompasses clinical placements, internships, field education and industry projects.
- 9. "Many qualified graduates find it difficult to get a foothold in the labour market because of a lack of work experience and practical employability skills." Stronger collaboration between universities and industry is warranted. The Review has heard graduates need a mix of transferable work-related skills and learning capabilities to participate effectively in the workforce.
- 10. Source: Australian Jobs Report, 2021, National Skills Commission and National Careers Institute The National Skills Commission employer survey findings indicated that 27% of employers filled a job with someone they knew, directly or indirectly. This figure rose to 39% in regional areas. Employers hired someone who is: • personally known to them, such as a friend or family contact • a professional contact (for example, a previous co-worker) • recommended by someone they know. What employers are looking for
- 11. 7 UAC Student Lifestyle Report 2023 Education Whatmatters whenchoosing a course Thesubjectofchoice As they plan their academic journey for the next three years, school leavers primarily focus on aligning their passions and interests with the subjects they will be studying. Passion significantly influenced the course choices of 83% of students in 2023 and 81% in 2022, underscoring its significance in the course selection process. The importance of graduate employment outcomes has surged this year, increasing from 44% in 2022 to 56% in 2023. This shift reflects the growing emphasis they place on securing employment after completing their studies. Students also consider available internship opportunities to equip themselves with real-world skills for their chosen profession. Passion for subject matter 83% 81% Employability outcomes of graduates 56% 44% Work experience and internship opportunites 39% 31% Will lead to my chosen career 37% 28% Quality of teaching 36% 24% Entry requirements and selection rank 31% 31% World university rankings 17% 12% International exchange opportunities 13% 9% Class sizes 5% 4% 2023 2022 UAC 2023 Student Lifestyle Survey What students are looking for
- 12. LEADING REGIONAL ECONOMY • #1 regional economy in Australia • GDP of $43 billion, outpacing NT, TAS and ACT. • 322,000 jobs and this is projected to increase to 384,000 by 2036. • Generate over $60 billion in gross regional product • Generate over 68% of NSW’s electricity • The economy is increasingly diversified and well placed to benefit from macroeconomic trends: • Decarbonisation • Ageing population • Defence • Digital health • Critical skills delivery • Innovation and entrepreneurship What the region is looking for
- 13. WHAT ARE INDUSTRY SEEKING? Graduate recruitment Broader engagement with the University (giving back) Input to the Curriculum R&D opportunities Consultancy
- 14. How people work / future of work A 2020 survey by the Boston Consulting Group found that employers expect about 40% of their employees to follow a remote-working model in the future. Source: https://www.nationalskillscommission.gov.au/reports/state-australias-skills-2021-now-and-future/chapter-8-skills-and-jobs-future/covid- 19-accelerated-changes-nature-work Research conducted by the NSC during the height of the pandemic found that 39% of Australian jobs can be done remotely, and these were less negatively impacted by the pandemic. The tasks within Australian jobs are estimated to be changing by an average of 18% every decade, and Australians are predicted to spend 33% more time on education and training across their lifetime by 2040 … the World Economic Forum found that the top skills employers see as important in coming years include critical thinking, analysis and problem-solving skills and skills in self-management such as active learning, resilience, stress tolerance and flexibility AI
- 15. Australian Collaborative Education Network Member Summary Report December 2022
- 16. So What?
- 17. Life Ready Graduates • ‘Life’ is outside of the university and we need to prepare students • Multidisciplinary experiences – workplaces are more multi- disciplinary (in all aspects) than we can create on campus Employable • Employers seek previous experience • Many of roles filled by someone that an employer knows, especially in our region • Employabilility skills Student Expectations • Internal data/surveys show strong student desire for assistance with careers and jobs • Students (and community) expect graduates to get jobs *Australian Jobs 2021, National Skills Commission
- 18. 18 CAREER-READY PLACEMENTS Our Work Integrated Learning brand … core to all degrees, moving Newcastle from 53% to 100% participation 140 hours
- 19. Building to scale: load % to steady state Complexities to consider: • Placements will occur during different stages of an academic career depending on the discipline. • Not all Programs run for the same period of time. • Some Programs (such as B Nursing) have more than one placement. 2024: around 1600 increase in student numbers
- 20. Flexible principles driven approach PRINCIPLE 1 - Relevance and Quality Workplace experiences and professional practice-based experiences defined flexibly PRINCIPLE 2 - Authentic Industry Partner Environments (‘Workplaces’) Work location defined as a location identified and agreed by the partner organisation PRINCIPLE 3 - Appropriate WIL Placement Supervision WIL placement supervisors must have industry skills and/or experience in alignment with the course learning outcomes PRINCIPLE 4 - Diversity and Inclusion WIL placement opportunities should reflect, through varied placement partners, modes of participation, and partner organisation environments, the diversity of our student profile PRINCIPLE 5 – Ethical and Responsible Practice Partner organisations should provide a safe and respectful placement environment and demonstrate high ethical standards PRINCIPLE 6 - Feedback and Continuous Improvement Work integrated learning experiences should be continually evaluated and improved to ensure they meet the changing needs of students, partner organisations, and the community.
- 21. 21 External design reference point/s Dean, B.A., Yanamandram, V., Eady, M.J., Moroney, T., O'donnell, N., & Glover-Chambers, T. (2020). An Institutional Framework for Scaffolding Work-Integrated Learning Across a Degree. Journal of University Teaching and Learning Practice, 17(4). 2. Acknowledging the importance of integrating CDL (Career Development Learning) to provide students with ownership and agency over their career futures. 3. Involves community partner interaction and feedback 1. Increasing authenticity
- 23. Guiding models, theory and good practice Tomlinson defined capitals as ‘key resources that confer benefits and advantages in the labour market’ (2017). Kolb’s experiential learning cycle Adult learners have distinct characteristics and needs, such as being self-directed, bringing life experiences to learning, and being motivated by internal factors (Knowles, 1984).
- 24. Link to Curriculum • Practical Application of Theory • Skills Development • Career Exploration • Networking • Feedback and Reflection • Enhanced Employment Opportunities • Ethical and Social Awareness • Ensuring curriculum Relevance • Opening Broader Interactions and Opportunities See also: Jackson, D. and Dean, B. D. (2022). The contribution of different types of work-integrated learning to graduate employability. Higher Education Research and Development.
- 25. Courtesy Ruth Bridgstock, Swinburne University of Technology
- 26. Graduate capitals – the longer game Tomlinson, M.B. (2017) 'Forms of graduate capital and their relationship to graduate employability', Education and Training Vol.59 Issue:4, pp338-352 A holistic strategy to embed employability within learning outcomes,, inside and outside the curriculum across all disciplines. Human Capital: Developing graduate level knowledge and skills to become well-rounded professionals, confident to access the labour market. Social Capital: Developing networks and social relations to enhance knowledge and access to target employment. Cultural Capital: Appreciating the culture of sectors and organisations; being able to present yourself and your profile in a credible way. Identity Capital: Understanding experiences, values and achievements to support development of your professional profile; the development of strategies to accomplish career goals. Psychological Capital: having the capacity to move into and adapt to a fluid job market and to withstand challenges and pressures.
- 28. Career-ready placements Project Board 1. Career-ready placements working group Governance, quality and working group inter-relationships https://www.teqsa.gov.au/guides-resources/resources/guidance- notes/guidance-note-work-integrated-learning 5.4.1: Delivery with Other Parties • Provider is to ensure that WIL experiences and supervisory arrangements for WIL experiences are quality assured 1.4: Learning Outcomes and Assessment 3.1: Course Design • Methods of assessment are to be appropriate for the level and nature of learning outcomes 2.3: Wellbeing and Safety 2.4: Student Grievances and Complaints • Provider remains responsible for the student’s safety and welfare
- 29. Career-ready placement support ecosystem Student Course Co-Ordinator Host Course Co-ordinator College Professional Experience Unit College Professional Experience Unit College College Professional Experience Unit CP modules for curriculum Course Co-ordinator Web support pages CP content delivery in curriculum Digital and hard-copy prospectus material Careers and Employability Online and face to face support through Employability Consultants and peer careers service Industry Engagement and referral including community workshops and promotional assets. Industry Engagement Consultant negotiation and support Placement System management Policy, governance and risk management advice for complex issues Events such as Industry Open Day, Careers Expos and student engagement through iLEAD. CareerHub promotion of vacancies Placement system management CareerHub promotion of vacancies
- 31. Then What?
- 32. Building our story: aligning strategic and tactical actions UoN Student Success Strategy UoN Learning and Teaching Plan Graduate Attributes Data Enabled Connected Empowered Supported FoW** Partners Career-ready placements Agentic• Reward& recognition; SoTL Agile pedagogy Digital Excellence Affinity clusters Predictive analytics Student facing tools for informed decision making Strong metacognitive skills * Agentic: having agency … an individual's power to control his or her own goals actions and destiny i.e. self direct Bandura, Albert. (2001). Social Cognitive Theory: An Agentic Perspective. Annual review of psychology. 52. 1-26. 10.1146/annurev.psych.52.1.1. ** FoW” Future of Work Balancing place, pace and mode. Contemporary and flexible LTA
- 33. Principles driven approach PRINCIPLE 1 - Relevance and Quality Workplace experiences and professional practice-based experiences defined PRINCIPLE 2 - Authentic Industry Partner Environments (‘Workplaces’) Work location defined as a location identified and agreed by the partner organisation PRINCIPLE 3 - Appropriate WIL Placement Supervision WIL placement supervisors must have industry skills and/or experience in alignment with the course learning outcomes PRINCIPLE 4 - Diversity and Inclusion WIL placement opportunities should reflect, through varied placement partners, modes of participation, and partner organisation environments, the diversity of our student profile PRINCIPLE 5 – Ethical and Responsible Practice Partner organisations should provide a safe and respectful placement environment and demonstrate high ethical standards PRINCIPLE 6 - Feedback and Continuous Improvement Work integrated learning experiences should be continually evaluated and improved to ensure they meet the changing needs of students, partner organisations, and the community.
- 34. • Enrolment to iWIL would be by student proposal, outlines the career relevant activities that would be undertaken • iWIL includes activities such as: • international WIL experiences not able to be captured or facilitated within individual program WIL courses; • entrepreneurship and start-up experiences; • career relevant certification; • mentorship/leadership training programs; • group based and virtual scenarios. iWIL: a student driven, passion-based approach to work integrated learning https://www.timeshighereducation.com/campus/fr amework-teaching-work-integrated-learning- projects
- 35. In Summary • WIL is conceptually straightforward. • Quality WIL is challenging. • Inclusive quality WIL at scale is … [fill in the blanks]
Editor's Notes
- The Hunter has a GDP of $43 billion, outpacing NT, TAS and ACT. This is in addition to urban development projects totalling nearly $4 billion dollars, vacancy rates in key areas as low as 0.8% and an average growth rate across the region sitting around 12%. The region has an estimated 322,000 jobs and this is projected to increase to 384,000 by 2036. We generate over $60 billion in gross regional product. This is 10% of the NSW economy Our region is an energy powerhouse for NSW and Australia. Over 68% of NSW’s electricity is generated in the Hunter. The economy is increasingly diversified, with strong growth occurring in health care, social assistance, accommodation, food and professional services. This growth demonstrates the region is well placed to benefit from the macro trends affecting the Australian economy, such as the ageing population and greater exposure to the global economy.
- Students will do better study if they work
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