Work-based learning putting students on top

Job satisfaction is now virtually assured to university students who pursue careers in their field of study, thanks to a growing emphasis on work-based learning experiences.

Work-integrated learning, or WIL, allows students to spend time in the workplace to put what they are learning into practice.

While not a core aim of work-integrated learning, it gives students the opportunity to assess whether they have chosen the right study and career paths for them.

“I quite like the term of try before you buy (to describe WIL),” Flinders University work-integrated learning officer Ceri Macleod says.

“It’s a great way of experiencing what (career) you’re going to be going into (after graduating). You can test out what you are learning in a real life situation or a simulated situation and see if you like it.

“There are students that may decide to change their career options.

“But every learning opportunity is a good one because (if students do not enjoy their work experience and subsequently change their course of study, then at least) you’re not finishing your course and finding you’re in the wrong job.”

A 2007 Flinders University audit found more than a third of students were enrolled in courses that involved work-integrated learning.

However, Ms Macleod says the finding was “conservative”. She says the majority of undergraduate students now undertake some form of work-integrated learning, from formal clinical placements for medical students to performances by drama students to industry representatives for feedback.

Ms Macleod says work-integrated learning opportunities can lead to employment offers for students.

“From an employer’s perspective, they can trial someone prior to recruiting them,” she says.

“It’s not an employment service – it’s not there just to provide jobs – but in many cases, students are offered jobs out of it.”

A large proportion of University of Adelaide courses also involve work-integrated learning.

But Adelaide university pro-vice chancellor of learning and quality Birgit Lohmann has concerns about students making career and study decisions based on work-integrated learning experiences.

“I wouldn’t want one negative experience to cloud (a student’s) whole view of the profession,” Prof Lohmann says.

“The sort of try before you buy reason (for WIL) isn’t the major reason for doing it. It’s really about an authentic learning experience. It motivates students because they understand why they are studying (particular concepts).

However, Prof Lohmann does agree work-integrated learning can provide important networking opportunities for students looking for prospective employers.

“Students say this is absolutely beneficial for future career opportunities because it gives them networks which can be potential employers or referees,” she says.

“Our experience is employers have been very, very positive about (WIL) because there are benefits in it for them in terms of engaging with students that are new and fresh and bring new ideas (into the workplace).”

Jo Galley initially had hopes of becoming a researcher within the biodiversity and conservation sector when she started studying at Flinders University but changed her plans during a three-month placement at business advisory group InnovateSA.

“I was actually getting a little bit confused (at university) because I wasn’t sure anymore about whether I wanted to do research and I was starting to think about whether I’d picked the wrong degree (to study),” says Mrs Galley, who was subsequently employed by InnovateSA and is now their project officer.

“So for me, that (placement) was probably the most important thing in all my university studies – if I hadn’t done it, then I wouldn’t be here now.”

Mrs Galley, who graduated in 2006 with a double science degree, which included a major in innovation and enterprise, is now an advocate for work-integrated learning.

“I think it’s really, really important for students to get a chance to do (WIL). The opportunities it offers for ongoing employment . . . are huge.”

WORK-INTEGRATED LEARNING SITUATIONS

They include clinical placements for medical and health science-related studies, including nursing and midwifery, physiotherapy and pharmacy. Clinical placements provide a link between theory and practice and develop networks and future job possibilities.
•    Industry and community: Projects such as environmental science projects engage students in their local communities by making a social or educational contribution.
•    Internships: A number of degrees, including journalism and public relations, offer formal internship courses with the placement of students in a work environment to undertake authentic study-related work tasks.
•    Professional mentoring: Typically for business-related courses, this gives students access to mentors during study.
•    Simulations: In workplace settings such as mock pharmacies, clinical wards or courts.