Qualitative and Quantitative Approaches to Monitoring Work

Based Learning

Peter Williams, Robert Freestone and Susan Thompson

Planning and Urban Development ProgramFaculty of the Built EnvironmentUniversity of New South Wales

Sydney, Australia

Structure of presentation

• Review of work-based learning– Objectives and practices

• The work experience year at UNSW– Organisation and administration of work experience– Reporting the views of stakeholders, especially employers

• Student experiences of work experience – a qualitative approach

• The Work Experience Questionnaire (WEQ) - A quantitative approach to assessment of work-based learning

The case for work-based learning

• academic input into first professional working engagements• the gaining of professional experience, skills and maturity • adding to graduate employability • heightening appreciation of real world constraints on

general theories and concepts • exposure to the realities of a workplace environment• understanding of how planning and planning organizations

operate• opportunity for students to explore interests and make

intelligent career decisions• encouragement of students to develop habits of reflection.

Some models of work-integrated learning in tertiary education Model Characteristics Brief encounter Workplace visits and research data-gathering Formal fieldwork Short periods of fieldwork in an agency to observe

and learn about the organisational culture of the workplace

Cognitive Emphasis on observation and absorption of apprenticeship organisational culture of the workplace Cooperative Periods of work experience integrated into programs overall curriculum, designed both to integrate theory and practice and improve graduate Employment Sandwich course Periods of work experience between years of a course Placement or practicum

Extended periods in work settings to learn skills and gain experience of requirements of future work

Joint industry- Courses jointly developed with and funded by an university courses Enterprise New Traineeships and Flexible arrangements based on a registered Apprenticeships training agreement and structured on-the-job or

off-the job training Employment-based learning

Reflective modules for professional employees

Post-course internship Work experience after completion of the course Continuing professional development

Career-long episodes for skills and knowledge and updating

Source: Freestone, Thompson and Williams (2004), adapted from Manns (2003), Martin (1997) and Victoria University (nd)

Work experience at UNSW

From 2006 Handbook: As a key part of their [Bachelor of Planning] degree, students must undertake 48 weeks of approved employment related to the professional objectives of the Planning and Urban Development Program: for example, in private development companies, planning consultancies, state government departments and agencies, or with local councils. This is normally undertaken in the twelve months following the end of Session 1 of Year 3. The Program Head must approve the type of employment proposed. The requirements of courses PLAN0081 and PLAN0082 Work Experience must be successfully completed before a student will be permitted to graduate. Assessment components include documentation and submission of a work experience diary, a reflective report and participation in a compulsory seminar.

Semester One Semester Two

YEAR ONE Coursework Coursework YEAR TWO Coursework Coursework

YEAR THREE Coursework Work Experience YEAR FOUR Work Experience Coursework YEAR FIVE Coursework Coursework

Work Experience Placements, UNSW Planning Program, 2000-2007

Year Employer Sector

LocalGovt

StateGovt

PrivateSector

Interstate/Overseas

Other Total

No. % No. % No. % No. % No. % No. %

2000/2001 21 44 12 25 9 19 5 10 1 2 48 100

2001/2002 14 43 10 30 6 18 3 9 0 0 33 100

2002/2003 15 40 10 27 8 22 4 11 0 0 37 100

2003/2004 16 41 9 23 9 23 4 10 1 3 39 100

2004/2005 16 43 3 8 14 38 3 8 1 3 37 100

2005/2006 15 43 4 11 13 37 2 6 1 3 35 100

2006/2007 14 29 10 21 16 33 5 11 3 6 48 100

Source: Planning and Urban Development Program records

Employer views “The ’tension’ though combining work and study creates a more rounded experience

which lots of other undergraduates don’t have”

“The year out gives your course the edge ... I have had a long association with the university and I have employed dozens of graduates and they do have the edge as far as I am concerned in local government where we are looking for somebody broad.”

“The value to an organization of graduate who has already gone out and seen the real world

increases by a factor of say 60%”

From 2001 focus groups

A representative bunch

Student survey

• three open-ended questionnaires of the same cohort of approximately 35 students over the period June 2003 to September 2004 timed (1) just before they commenced their work experience, (2) half way through it, and (3) several weeks after completion.

• Evolving mix of questions centered on expectations (expressed and

realized); achievements and disappointments; adequacy of preparation for work experience; ways in which the “work” and “study” components of their degree were integrated; returning to university etc

•  Reported in three clusters of responses:– Expectations– Learning experiences– Overall evaluations

Expectations – Looking back

  Fulfilled completely! I expected to be thrust into a working environment with responsibility and the expectation to perform. I expected to be given many tasks and treated as any other member of the organization. All this was achieved.

I went in wild expectations that I would be a disappointment and discovered I knew a lot more than I had given myself credit. So everything was a bonus. Loved it.

My year turned out very differently to what I had anticipated and the things I had learnt in my job probably didn’t start to fall into place until towards the end.

What were the most important things you learnt?

• Planning knowledge

• Planning processes

• Development of technical skills

• Professional development

• Personal growth

Evaluating work experience

The work experience component sheds light on the subjects studied at uni. The two experiences need the other [to] work effectively.

I think the practice side is teaching me at a much, much faster rate, and I am learning to mould my thinking to adapt to that situation where you need to think laterally, and adapt to other people’s opinions - more open than is taught at uni.

 I should have concentrated more during the first 2½ years. It would have paid off.

The Work Experience Questionnaire (WEQ)

• 16 scale questions: – Clear Goals (3 items)– Support for Learning (5 items)– Generic Skills (5 items)– Menial Tasks (3 items)

• 1 overall satisfaction item• 7 unscaled questions• 9 additional attribute items

Generic Skills (5 items)

• The work placement has developed my ability to solve problems.

• The work experience has sharpened my analytic skills.

• This work placement has helped me to develop my ability to work as a team member.

• As a result of this work placement I feel confident about tackling unfamiliar work-based problems.

• In this placement I am helped to develop the ability to plan and organise my day-to-day work.

WEQ Scale Scores for Planning Students, 2004 and 2005

2004 2005

Scale Percentage Agreement a

(Number of students = 29)Percentage Agreement a

(Number of student = 28)

Clear Goals 50.6% 56.0%

Support for Learning 60.0% 65.0%

Menial Tasks 63.2% 51.2%

Generic Skills 69.0% 72.1%

Generic Attributes 58.6% 75.9%

Overall Satisfaction 75.9% 85.7%

a Note: Indicates total percentages for scales 4 and 5 (strongly agree)

WEQ 2006 – Students’ Comments

Work experience was very valuable and I would highly recommend it even to people not required to complete it. It seems to be a respected part of the program.

The work placement was an invaluable learning experience where I learnt an incredible amount about the technical elements of planning and the professional workplace. This component of the course should be retained as it is the most valuable part of the course.

This place had never taken a student from our course before. They were extremely supportive and provided great feedback to help me learn

WEQ 2006 – Students’ Comments

I was allocated too much admin tasks and time was lost doing admin work rather than planning work. Sometimes it was a waste of time. There was too much disruptions at times to do admin work rather than planning work, thus the work experience could be improved better.

Was unhappy with being used as cheap labour, in second half [of year] too much work to get through, not enough help.

Would perhaps be more valuable to undertake work experience during summer break and reduce degree to 4 years.

Teaching and learning support

• upgrading of course documentation on objectives and assessment• placement of all guidelines and pro-forma documents on the Faculty website• a day-long orientation at the start of the academic year• day-long mid-placement seminar at university• rigorous assessment of diaries, portfolios, and supervisor reports submitted by students to ensure all requirements have been met • encouragement of a more explicit reflective dimension to both diary-completion and assembly of a work portfolio • communication of student feedback to all employers• individual student and employer consultations• group discussions with employers on improving education and professional experience for students.

The experience of work experience

Specific – lessons for us• the adequacy of preparation• managing the welfare of students while away from the university• the best form and level of liaison with both students and

employers• the appropriate content and approaches of classroom teaching

pre- and post-work experience

General – and for others• appreciating the evolutionary learning experience• countering the uneven quality of job placements• reliance on practitioner-teachers