CREDENTIALED AWARDS FOR CAREER READINESS

Professor Joan Cooper

Higher Education Consultant

WIL Definition

 Work-integrated learning refers to the process whereby students come to learn from experiences in educational and practice settings and integrate the contributions of those experiences in developing the understandings, procedures and dispositions required for effective professional practice, including criticality. Work-integrated learning arrangements include the kinds of curriculum and pedagogic practices that can assist, provide and effectively integrate learning experiences in both educational and practice settings.

Billett. S (2009), Realising the educational worth of integrating work experiences in Studies in Higher Education, vol. 34, no. 7, pp. 827-843

Outline of Presentation• Drivers for addressing work readiness

• Why a Diploma

• Development

• Implementation

• Evaluation

• Challenges

Drivers for work readiness

• Student engagement

• Student feedback

• Employer feedback

Why a Diploma of Professional Practice?• UNSW aspires to develop globally focused graduates

• UNSW’s B2B speaks of professional graduates

• A qualification as opposed to co-curricular activities• Competitive advantage • A formal qualification

• Concurrent diploma

Development

• University wide Diploma• Need for Blended mode of delivery• L&T@UNSW involvement• Education Committee• Academic Board• Assessment Rubrics• Non Academic Staff• Evaluation Plan

Structure of Diploma

Introduction to the Workplace

Professional Practice 1

Professional Practice 2

Introduction to Global Citizenship

Introduction to Leadership and Professional Practice

2 Electives

ProfessionalPracticeSummit

Completed concurrently with your degree

Components of Employability

1. Degree subject knowledge 2. Generic skills 3. Emotional intelligence

4. Work & life experience 5. Career development learning 6.Reflection &

evaluation

Building a Portfolio via Course Assessment Workplace project

Career Information Interview

Post placement development statement

Portfolio

Cultural mind mapPoster, presentation and report on organisation diversityPortfolio

Leadership analysisEmotional Intelligence and Leadership forumPortfolio

Leadership and organisational culture case studyPlacement projectPortfolio

Job ApplicationsVideo clips of interviewOrganisation analysisPortfolio

Career Management PlanInterview and business

case exerciseDPP portfolio

Implementation

• Students’ awareness

• International Students

• Faculty Criteria

• Admissions

• Enrolling

Evaluation

• Evaluation Plan

• Continuous evaluation and improvement

• Review after 18 months of operation

Evaluating the DPP• Student interest in DPP

Enrolment statistics

• Impact of DPP on main degree programOverall WAM at entry and completion of coursesFeedback from faculty staff who approve DPP applications

• Development of employability skillsCareer Futures InventoryEmployer evaluations of placement studentsSelf evaluations of placement studentsGraduate employment outcomes reported by DPP graduatesGraduate Destination Survey GDS

• Learning experienceCourse evaluations conducted by course convenorsSurvey of students who dropped coursesCourse and Teaching Evaluation and Improvement CATEICourse Experience Questionnaire CEQ

• Quality of Program and CoursesStaff forums (assessment, online course development, course evaluation)Academic Program Review and Benchmarking

Leadership workshop S1, 2013

Feedback from Students• Overall satisfaction ratings from CATEI surveys

• * number of respondents<5

• Comments from students – The best features of the course were:

• The practical nature of it since the content and assignments are directly related to the helping students in the recruitment process. The 3 day workshop was very helpful especially the careers panel at the end as it allowed me to have my questions answered by professionals within various fields.

• This course by far had the best feedback system in place of any course that I have attended at UNSW! The lecturers were of very high standard, each with appropriate histories which were applicable to all class content. The theory aspect of this course was well integrated into practical examples, which made sense in a real world instance. Excellent course!!!!

CATEI Summer 2012/2013

Semester 1 2013

Semester 2 2013

Summer 2013/2014

Introduction to the Workplace

5 5.18 5.32 5.64

Introduction to Global Citizenship

4.67   4.92 4.31

Introduction to Leadership

5.0 4.56   5.06

PP1 5.33   6*  PP2     4.5* 4*Capstone       3*

Feedback from EmployersThe most positive aspect of hosting a UNSW Professional Practice Placement was:

• the enthusiasm, energy and entrepreneurial spirit that comes with a UNSW student. Our recent DPP intern was a valuable asset to World Trade Advisors. During her internship with the firm, she assisted in writing a International Trade Centre study on Expanding Trade between India and Pakistan.  She further enhanced our marketing by helping with the new company website and logo design. I do hope the experience will help her achieve her goals in pursuing her career interests." Omar Anzur, Managing Partner, World Trade Advisors

• that Shontelle was an absolute pleasure having in our office! She was capable of all tasks asked of her and was more than happy to help at any time. Our whole team enjoyed having Shontelle as part of our team. Amber Jones, National Human Resources Officer, Miracle Babies Foundation

• not only did the student make a valuable contribution to our business processes, but that we were able to likewise provide the student with some professional experiences and aide in improving his technical and soft skills. It was a perfect partnership! Trinah De Leon, Scholar & Schools Administration Officer, UNSW Co-op Program 

18 Month Review• Wanted it to be rigorous and robust• Professor Janice Orrell• Leading Australian Education Consultant specialising in

WIL and assessment• Orrell, J. (2011). Good practice report: Work-integrated learning

(pp. 83). Strawberry Hills, NSW, Australia: Australian Leaning and Teaching Council.”

• Orrell J (2004) Work-integrated Learning Programmes: Management and Educational Quality. Proceedings of the Australian Universities Quality Forum 2004, AUQA Occasional Publication

• Orrell, J., Cooper, L., Jones, R. (2003) Making the Practicum Visible, HERDSA Conference, Melbourne, July (Web-based publication)

Review• Terms of reference

• Key issues from students

• Commendations

• Recommendations

• Achievement against indicators

Student key themesFeatures of the DPP they appreciated• Group processes; Working with students from other faculties on group projects and

breaking down the barriers caused by Faculty segregation; Getting to meet leaders and making a contribution; It is a university qualification; The way it fitted in with their primary course (on-line, intensives, summer programs). The Staff were always just an email away and very supportive. Assessment is right on target!

 

Advice to other students• Without fail every student either in individual interviews or in groups said they would tell

new student to:• “Do it”, “go for it” as the program was ‘right on track’. • One student went so far as to say he would tell them “this course will exercise a muscle

you just don’t use in other courses”.

 

Advice to the University • Find the person who thought of it and thank them.• Consider making it mandatory at the first year level so they can incrementally complete it.• The DPP does what the faculties don't.• They wouldn’t do it if it wasn’t a ‘for credit course’.

Key themes of Commendations

The major commendations were around:

• The high quality of the design and delivery of the program and its impact

• The Program’s high standards

• The Positive Evaluation of Employers Regarding the DPP

Key Themes of RecommendationsThe major recommendation areas were:

• Assessment enhancement - both types of and rubrics for

• Management and administration of DPP

• Stakeholder engagement• Students• Faculties• Nuri Gili• Employers

Summary of Achievement Against Established Indicators

Indicators Progress1. The DPP are sufficiently attractive to generate and

retain enrolment numbers.

Partial achievement. Requires a marketing program and realistic targets

1. The course structure, design and delivery enables students to meet the program requirements without jeopardising their program in the primary degree

Achieved +Enhances primary course engagement

1. The workplace component provides appropriate and well-supported opportunity for students to develop employability skills.

Achieved +

1. The assessment design enables a rigorous and holistic assessment of student cumulative learning development and their standard of achievement of the programs learning outcomes.

Mostly achieved.Requires minor changes Less reflective tasks More inclusive capstone

1. Students have a positive perception of their learning experiences and the quality of teaching in the DPP courses.

Achieved +

1. Graduates of the DPP are well equipped for employment.

Achieved

1. An active, engaged learning community of DPP students and staff work place supervisors and employer groups are engendered.

Work in progressToo early to judgeRequires a plan

1. The DPP compares favourably with comparable programs in terms of established quality benchmarks and standards

A work in progress.Too early to judge

Challenges• Approval for a professional Diploma

• Acceptance of an Enterprise Wide Solution

• International Students -CRICOS

• Recruiting Students/Marketing

• General administration and management

• Employer Engagement

Student StoriesOne of the assessments for Introduction to the Workplace is an Organisational Analysis which includes an Information Interview.

• Brenda contacted KPMG and gained an interview with a

manger. As a result of this she was subsequently offered a graduate position as the staff member at KPMG she interviewed was very impressed with her ‘bravery’ in making contact in a professional manner, preparing thoughtful, well researched questions and presenting herself well.

• Another student was not only offered a placement after his Information Interview but also sponsorship for an Engineering Student Society focussed on career development that he initiated.

Indigenous Graduate

• I started the program having a vague idea of what I wanted to achieve in my career and what motivated me. During the program I learnt how to conceptualise my values, interests and career goals. By the end of program I had a clear understanding of my career goals, what motivated me, what I valued and more importantly I learnt the power of reflection.

A student’s view

The Future of WIL• Can Australian Universities do more with WIL?

Thank you

www.dpp.unsw.edu.au