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The University of Sydney Page 1
Professor Pip Pattison
Deputy Vice-Chancellor (Education)
Siam University
8 June 2018
How to develop competency
outcome-based co-operative
work-integrated curriculum:
Leassons learned
The University of Sydney Page 2
Outline
1. Work-integrated education is an area of increasing focus in Australian higher education
2. Outcome-based national and local frameworks support the development of outcome-based work-integrated education
3. The research evidence supports a variety of approaches to impactful work-integrated educational practice
4. Outcome assessment is potentially important for outcomes-based work integrated curriculum initiatives: a University of a Sydney case study
The University of Sydney Page 3
1. Work integrated education in Australia
The University of Sydney Page 4
What do we mean by Work Integrated Learning?
“A range of approaches and strategies that integrate theory with with the practice of work within a purposefully designed curriculum”*
A working definition (Universities Australia): a unit or activity that meets three of the following criteria:
1. integrates theory with the practice of work
2. requires engagement with industry or community partners
3. involves planned, authentic activities where students acquire practical skills or work on real world problems in actual work settings
4. purposefully linked to the curriculum with assessments specifically designed for that activity
*Patrick, C., Peach, D., Pocknee, C. (2009). The WIL report: a national scoping study. Australian
Learning and Teaching Council
The University of Sydney Page 5
Examples of WIL
Almost always WIL
– work placement (e.g. professional placement, internship, workplace experience)
– industry or community-defined project
May be WIL
– research project
– entrepreneurship or innovation project
– a substantial practical component, e.g.
• field work
• immersive simulation environments
• other preparation for practice-based experiences
The University of Sydney Page 6
Work integrated education in Australia
– Very strongly established in professional fields of education (health disciplines, education, engineering, veterinary medicine, journalism, architecture, …)
– For example, in health disciplines:
• centralised coordination has emerged at state level within a largely public health sector
• technology-supported
• specialised support roles (agreements with providers, compliance checks,…)
• innovative approaches to preparation are growing (e.g. simulation, VR/AR)
• systematic approaches for different contexts (e.g. rural, Indigenous, multicultural, interprofessional …)
• development of research and an evidence base
• increasingly sophisticated evaluation, assessment approaches
– Still emerging in broader fields e.g. humanities, social sciences, sciences
The University of Sydney Page 7
National Work Integrated Learning (WIL) strategy
Key priorities
1. National leadership for expansion of WIL
2. Supportive policy and regulatory settings
3. Build support among students, employers, universities, government
4. Target investment for quality, sustainability and growth
5. Develop university capability for WIL
6. Build employer capability for WIL
7. Make WIL equitable and accessible for all students
8. Increase international WIL (inbound and outbound)
The University of Sydney Page 8
Universities Australia: 2018 Work Integrated Learning in Higher
Education – Data Collection
Classification of WIL experiences:
• Placement
• Project
• Fieldwork
• Simulation
• Other
Universities were asked to report on:
• curricular experiences (for credit, embedded in formal units of study)
• co- or extra-curricular experiences (not for credit)
Publication plan:
• aggregate sector data to indicate the profile and volume of annual WIL activity in Australian higher education
• showcase of diversity of WIL forms
The University of Sydney Page 9
Some key issues for Australian universities
– A coordinating mechanism? Some startups (e.g. Ribit) are linking students and firms directly
– The university and business sectors are both diverse:
• Large organisations account for the majority of activity but there are often many ‘front doors’ on both university and industry side
• There is relatively high turnover among smaller organisations
– Businesses prefer to offer opportunities to students who are likely to add value to their firms; this creates a challenge for universities to support those with less social and personal capital
– Small organisations can be eager for an ‘extra pair of hands’ but tend to have less time for mentoring or supervision
– Experiences for students have sometimes been uneven in quality
The University of Sydney Page 10
Quality has been an important driver for the government
Tertiary Education Quality and Standards Agency (TEQSA) Act
• TEQSA regulates the higher education sector against the Higher Education Standards Framework (HESF) comprising approximately 100 standards
• Many of these standards are outcome-based and a number refer indirectly or directly to WIL
Fair Work Act (FWA)
• The FWA regulates employment practices in Australia
• Some WIL activities are exempt, e.g. required for-credit activities
• Others must comply, e.g. not-for-credit, optional WIL activities, with implications for whether and how much students must be paid
The University of Sydney Page 11
2. Outcome-based educational frameworks
The University of Sydney Page 12
National and local frameworks
A focus on program-level learning outcomes
– National: cycle of University re-registration by TEQSA
– University: (self-)accreditation of academic programs
– Professions: program accreditation
Program-level educational outcomes take account of:
– The national Higher Education Standards Framework
– The Australian Qualifications Framework
– University aspirations for broad learning outcomes
– Discipline- or field-specific outcomes
The role of co-operative work-integrated curriculum:
– To draw on authentic experiences to build and assess broad learning outcomes
The University of Sydney Page 13
3. Evidence and trends
The University of Sydney Page 14
What co-operative work integrated educational practices have
impact?
– We know that all of the following impact on the depth of learning and/or the development of skills in critical thinking and a range of broader skills:
• Interactive and collaborative learning designs
• Practical application in authentic settings
• authentic problems and projects
• Interdisciplinary contexts
• cross-cultural settings
• high levels of challenge
The University of Sydney Page 15
3. The post-Bachelor world and the ’60 year’ curriculum
The University of Sydney Page 16
Australian universities are now turning their minds to work
integrated education within the ‘60 year curriculum’*
– lifelong learning: continuing and professional, extension, community
– ‘nano’, ‘micro’, ‘meso’ and ‘macro’ credentials
– tracking and responding to changing labour market demands
– balancing flexibility and openness of learning in space and time and professional community building and ‘connecting’ roles
– diversification among providers
– changing relationships between universities, other providers, community and industry organisations, alumni, communities
– a different kind of cooperative work-integrated education!
*attributed to Gary Matkin, dean of continuing education, UC Irvine
The University of Sydney Page 17
MOOCs may be part of, but not all of, the answer … some
University of Sydney MOOCs
Cultural
competence
- Aboriginal
Sydney
eHealth
Positive psychiatry
Easing the burden …
Ethical social media Design strategy
Data-driven
astronomy
The University of Sydney Page 18
MOOC-based Credentials in 2017
Source: https://www.class-central.com/report/mooc-stats-2017/
Credential Number
Specialisations (Coursera) 257
Professional education (edX) 64
MicroMasters (edX) 43
Professional certificates (edX) 35
Xseries (edX) 32
Programs (FutureLearn) 22
Nanodegrees (Udacity) 22
Programs (Kadenze) 21
Micro-degrees (XuetangX) 8
The University of Sydney Page 19
The evolution of MOOCs: top 5 MOOC providers in 2017
Provider Registered users
Coursera 30 million
edX 14 million
XuetangX 9.3 million
Udacity 8 million
FutureLearn 7.1 million
Source: https://www.class-central.com/report/mooc-stats-2017/
The University of Sydney Page 20
Attainment of Masters and Doctoral degrees in English-
speaking countires 2013-2015 (%, domestic students only)
Country 2013 2014 2015
Australia 9.6 10.0 10.3
Canada 11.4 11.5 10.1
New Zealand 6.6 6.7 7.0
United Kingdom 16.3 15.8 12.7
United States 19.1 18.7 18.2
Source: http://www.oecd-ilibrary.org/content/datacollection/edu-data-en
The University of Sydney Page 21
Issues for the 60-year curriculum
– Diversification and security of credentials
– Recognition of prior learning and credit
• stackability
• relationship between the regulated and unregulated
– Making technology really work
• immersive media-rich simulation, VR/AR
• real-time remote data access and sensing
• high fidelity interaction
– Evolution of demand and supply
• locality?
• integration and integrators?
The University of Sydney Page 22
4. The role of outcomes assessment in work integrated
education: a University of Sydney case study
The University of Sydney Page 23
We were responding in part to this …
‘… almost five million
Australian jobs – around 40
per cent of the workforce –
face the high probability of
being replaced by computers
in the next 10 to 15 years’
‘Today, being educated
increasingly …. means
having the attitudes and
behaviours that enable
one to adapt quickly to
changed circumstances’
‘ …most interviewees felt
that skills and training did
not extend sufficiently
beyond STEM to meet the
needs of innovation in a
rapidly changing world’
The University of Sydney Page 24
And also to this …. the 2014 undergraduate degree profile
2
4
The University of Sydney Page 25
See http://sydney.edu.au/about-us/vision-and-values/strategy.html
The University of Sydney: a case study
The University of Sydney Page 26
Graduate qualities: foundations for leadership
Graduate qualities Purpose
Depth of disciplinary expertise To excel at applying and continuing to develop disciplinary
expertise
Broader skills:
critical thinking and problem solving
communication (oral and written)
information/digital literacy
inventiveness
To increase the impact of expertise, and to learn and respond
effectively and creatively to novel problems
Cultural competence To work productively, collaboratively and openly in diverse groups
and across cultural boundaries
Interdisciplinary effectiveness To work effectively in interdisciplinary (including inter-professional)
settings and to build broader perspective, innovative vision, and
more contextualised and systemic forms of understanding
An integrated professional, ethical and
personal identity
To build integrity, confidence and personal resilience, and the
capacities to manage challenge and uncertainty
Influence To be effective in exercising professional and social responsibility
and making a positive contribution to society
The University of Sydney Page 27
The Sydney undergraduate experience
Academic rigour
• Depth of expertise in primary field
• Learning from world-leading experts in the field
• Increasing challenge
Global perspectives
• Cultural competence
• 50% mobility target
• Language, service learning options
Cross-disciplinary learning
• Expertise in a second field (combined degrees, shared pool)
• Open Learning Environment
• Interdisciplinary experience
Real-world projects
• Authentic and challenging industry, community, research and/or entrepreneurship projects
• Placements and internships options
The University of Sydney Page 28
2018 Bachelor degrees
Liberal arts and science
Arts
Commerce
Liberal Arts and Sciences
Science
Advanced Studies
Professional
Advanced Computing
Applied Science
Architecture & Environments
Design in Architecture
Education
Engineering (Honours)
Laws
Nursing
Pharmacy
Pharmacy and Management
Project Management
Psychology
Social Work
Specialist
Design Computing
Economics
Music
Oral Health
Veterinary Biology
Visual Arts
The University of Sydney Page 29
Shared pool of majors 2018
Agricultural and Resource Economics
American Studies
Ancient Greek
Ancient History
Anthropology
Arabic Language and Cultures
Archaeology
Art History
Asian Studies
Biblical Studies and Classical Hebrew
Chinese Studies
Cultural Studies
Digital cultures
Economic Policy
Economics
English
European Studies
Film Studies
French and Francophone Studies
Gender Studies
Germanic Studies
Hebrew (modern)
History
Indigenous Studies
Indonesian Studies
International Comparative
Literature Studies
International Relations
Italian Studies
Japanese Studies
Jewish Civilisation, Thought and Culture
Korean Studies
Linguistics
Modern Greek
Music
Anatomy and Histology
Animal Health, Disease and
Welfare
Animal Production
Applied Medical Science
Behavioural Science
Biochemistry and Molecular Biology
Biology
Cell and Developmental Biology
Chemistry
Data Science
Ecology and Evolutionary Biology
Environmental Studies
Financial Mathematics and Statistics
Food Science
Genetics and Genomics
Geography
Geology and Geophysics
History and Philosophy of Science
Immunology and Pathology
Infectious Diseases
Marine Sciences
Mathematics
Medicinal Chemistry
Microbiology
Neuroscience
Nutrition Science
Pharmacology
Physics
Physiology
Plant Production
Quantitative Life Sciences
Soil Sciences and Hydrology
Statistics
Accounting
Banking
Business Analytics
Business Information Systems
Business Law
Finance
Industrial Relations and HRM
International Business
Management
Marketing
Health
Hearing and Speech
Computer Science
Information Systems
Project Management
Software Development
Education
Design
Visual Arts
Philosophy
Political Economy
Politics
Socio-legal Studies
Sociology
Spanish and Latin American Studies
Studies in religion
Theatre and Performance Studies
The University of Sydney Page 30
Where does WIL fit into the curriculum?
– In addition to a growing number of placements and internships, all undergraduate students can undertake projects in partnership with industry and community partners
– Projects are identified by partner organisations, and are generally multidisciplinary
– The University compiles project teams comprising students with an appropriate discipline
– The projects provide an opportunity for students to utilise their disciplinary expertise and work alongside others with different forms of expertise, to address an authentic, contemporary challenge or opportunity
– Projects provide a capstone opportunity to further develop and assess a number of graduate qualities, including
• critical thinking and problem solving
• Inventiveness
• cultural competence and interdisciplinary effectiveness
• influence
The University of Sydney Page 31
Some current and past projects
The University of Sydney Page 32
Some Industry Projects Semester 1, 2018
Project Partner
Disconnecting from the grid AGL
Engaging Chinese visitors Art Gallery of NSW
Diversity in Australian workplaces Bain
Resettlement of asylum seekers and refugees Career Seekers
The future of performance City Recital Hall
Data analytics for decision support in the Dairy Industry Data61|CSIRO
Development and ownership of green space Glebe Community Development
Auction system for the Sydney Produce Market NSW Farmer’s Association
Meet me in court – mock trial NSW Police
Diversity in leadership Public Service Commission
The impact of artificial intelligence (AI) on banking Westpac
Impact on the healthcare workforce with emerging
technologies
Westmead Precinct
The University of Sydney Page 33
Example of a project brief:
Auction system for the Sydney Produce Market
Can switching from a traditional market set up versus a technology focussed
auction system deliver a higher price for producers? Almost one-third of
Australia's population, consume the fresh produce sold through the Sydney
Produce Market. It caters primarily to professional buyers from supermarkets,
restaurants and green grocers but is also open to the public. In this project
the group will make a recommendation on the best system, traditional market
or auction system, to deliver the highest price for the producer. The group
will look at the perishability and value of goods being sold, the number of
buyers and sellers, and their characteristics, the benefits and risks of the
various systems and the cost of switching to an auction system. Tradition
versus technology will determine the outcome.
The University of Sydney Page 34
Likely advantages of the model
– Relatively scalable for universities and industry and community partners
– Distributes work according to expertise (education to the University, subject-matter/problem context expertise to the partner)
– Can be offered to almost all students (‘democratises’ opportunity)
– Provides an opportunity to assess students’ mastery of the graduate qualities in a way that makes sense to employers
– Prepares students for fully immersive work experiences
– Builds trust between the university and partner organization, and encourages development of further internship, placement, and indeed research opportunities
The University of Sydney Page 35
2017 enrolments in experiential learning units by type and faculty at the
University of Sydney
Faculty Research
projects
Industry &
comm-
unity
projects
Entrepren-
eurship
projects
Place-
ments/
intern-
ships
Major
practical or
fieldwork
Mobility Mobility
+exper-
iential
Total
FASS 2,948 206 10 2,658 4,020 1,098 0 10,940
Business 260 4,713 257 303 1,697 529 102 7,861
Dentistry 498 0 0 1,666 200 0 0 2,364
FEIT 3,783 712 376 634 19,781 134 4 25,424
FHS 419 219 0 4,731 2,772 0 1 8,142
Medicine 1,895 0 0 10,090 425 0 15 12,425
Nursing 135 0 0 4,041 389 7 0 4,572
Pharmacy 113 0 0 911 1,847 0 0 2,871
Science 2,211 177 10 1,085 18,514 93 0 22,090
SCM 126 20 0 63 3,701 1 0 3,911
Law 43 21 0 52 51 115 29 311
ADP 183 2 0 21 6,038 94 118 6,456
Uni-wide 38 88 22 79 618 0 2 847
TOTAL 12,652 6,158 675 26,334 60,053 2,071 271 108,214
The University of Sydney Page 36
WIL profile by type of activity: The University of Sydney, 2017
Unit enrolments
In-scope
summary
Type of WIL activity
Number of
records For credit In-scope
Students
(Headcount)
Placement 26,363 24,594 26,307 9,410
Project 11,144 11,123 11,137 8,850
Fieldwork 525 525 524 353
Simulation 899 899 881 318
Other 893 485 870 463
Total 39,824 37,626 39,719 19,394
The University of Sydney Page 37
We are serious about evaluation
Tailored evaluation of project units
• Student perceptions on quality of experience, academic input from coordinators and facilitators
• Student perceptions of development of graduate qualities
Annual national surveys
• Student perceptions of development of graduate qualities
The University of Sydney Page 38
We are serious about an outcome-based approach for feedback
to ourselves, students and employers
– We will measure achievement of graduate qualities, for feedback to:
• us, on the effectiveness of curriculum design
• students (and employers)
– Measurement of graduate qualities*:
• 2018 definitions and identification of components
• 2018 development of assessment rubrics
• 2018-19 development of an underlying measurement model
• 2018-19 pilot with industry and community project units
• 2020 use across all project- and practice-based units for completing students
– Despite encouragement to embed and develop graduate qualities across the curriculum, we expect measurement to lead to further work on embedding development in the early years of the curriculum
*drawing inspiration from the AACU VALUE project
The University of Sydney Page 39
Interim definitions and components of graduate qualities:
inventiveness
Definition
– Inventiveness is generating novel ideas and solutions.
Components
– Reimagines and reframes disparate ideas, observations or resources
– Creates novel, ideas, solutions or actions
The University of Sydney Page 40
Interim rubrics for assessing graduate qualities: the example of
‘inventiveness’
Component Level 1 Level 2 Level 3 Level 4 Level 5
Coming up with
ideas and using
resources
Below
standard
Generates
onedimensional ideas
and/or adopts
resources within
disciplinary norms
and conventions
Generates and
connects similar
ideas, and adopts
resources within
disciplinary norms
and conventions
Generates, connects
and synthesises
multiple ideas, and
uses resources outside
disciplinary norms and
conventions
Generates, connects and
synthesises disparate ideas,
and draws on resources in a
way that demonstrates the
ability to transcend and move
between disciplinary norms
and conventions
Process and
strategy:
implementing a
plan*
*not necessarily
relevant to all
disciplines
Below
standard
Follows a poorly
organised and
evaluated strategy,
and/or an inflexible
execution of a plan
Follows an
organised and
evaluated strategy
with some gaps,
and/or a flexible
execution of a plan
Follows an organised
and evaluated
strategy, and/or an
adaptable and
reflective execution of
a plan.
Follows an organised,
evaluated and grounded
strategy, and an adaptable
and reflective execution and
evaluation of a plan. Outputs:
developing concepts, solutions,
processes or actions
Outputs:
developing
concepts,
solutions,
processes or
actions
Below
standard
Creates outputs that
are a copy to
something existing,
incomplete, not
feasible and/or
poorly contextualised
Creates outputs that
show original
aspects, and/or are
mostly resolved,
practical, and/or
contextualised.
Creates outputs that
are original, and/or
are resolved, feasible
and appropriately
contextualised
Creates outputs that are
original, resolved, feasible and
contextualised in unique ways
The University of Sydney Page 41
Interim definitions and components of graduate qualities:
interdisciplinary effectiveness
Definition
– Interdisciplinary effectiveness is the integration and synthesis of multiple
viewpoints and practices, working effectively across disciplinary boundaries.
Components
– Understanding of multiple viewpoints and practices
– Working effectively across discipline and professional boundaries
– Integrating and synthesising different ways of thinking
– Production of distinctive outcomes
The University of Sydney Page 42
Interim rubrics for assessing graduate qualities: the example of
‘interdisciplinary effectiveness’
Component Level 1 Level 2 Level 3 Level 4 Level 5
Understandin
g of multiple
viewpoints
and practices
Limited
recognition,
and awareness
of diversity
within an
interdisciplin-
ary team
Acknowledges
and respects
the diversity of
view points
that different
disciplines
bring to
collaboration
Enacts ones’
disciplinebased
academic and/or
professional
responsibilities while
appreciating the
ideas, criticisms and
amendments
contributed by other
disciplines
Appreciates
perspectives, and
identifies likely
biases of
stakeholder
groups/persons in
finding solutions
Articulates how
diversity of
knowledge from
differing disciplines,
including their
organisation,
contributes to
addressing
meaningful but
complex problems
Integrating
and
synthesising
different
ways of
thinking
Minimal
receptivity to
different ways
of thinking,
when
collaborating
with other
disciplines
Demonstrates
willingness to
integrate new
knowledge,
skills, and
behaviours, as
contributed by
several
disciplines
Demonstrates
creativity, flexibility,
and the
interdependence of
various
roles/positions in
collective problem-
solving
Critically analyses
one’s own strengths
and limitations as
well as that of the
team’s
performance when
approaching a
solution.
Creatively adapts
and contributes to
the team’s
collaborative
practice in order to
achieve solutions to
complex outcomes
The University of Sydney Page 43
Interim rubrics for assessing graduate qualities: the example of
‘interdisciplinary effectiveness’
Component Level 1 Level 2 Level 3 Level 4 Level 5
Working
effectively across
discipline and
professional
boundaries
Minimal
demonstration of
standards of
respect and
values when
working with
interdisciplinary
team members
Establishes
respectful and
ethical conduct in
identifying
potential sources
of conflicts when
working with
other disciplines
Seeks and
provides timely,
sensitive and
constructive
feedback to
colleagues in the
context of team
culture
Seeks to resolve
conflict using an
optimal balance
between
assertiveness,
empathy and
receptivity, and
willingness to find
a compromise
Display
situational
leadership:
Understands,
interacts,
manages and
adjusts behaviour
of self and others
to achieve
common goals
Production of
distinctive
outcomes
Displays minimal
contribution in
developing a
either a shared
vision or
achieving
collective
outcomes
Contributes in
developing a
shared vision,
and engagement
in achieving
unified goals and
outcomes
Applies principles
and practice of
developing a
shared vision,
and negotiating
the achievement
of unified goals
and distinctive
outcomes
Critically reflects
on the teams’
strengths,
limitations and
suggested
improvements
when generating
a solution to a
defined problem
Justifies a
collaborative
solution to
defined problems
at the level of
structure, process
or outcomes
The University of Sydney Page 44
We are having a similar discussion about the PhD as well…
Graduate qualities Purpose
Depth of disciplinary
expertise
expert, world standard knowledge in an area of specialisation, a mastery of relevant
research methods, capability to contribute to scholarship and knowledge discovery
Broader skills:
critical thinking and
problem solving
communication (oral
and written)
information/digital
literacy
inventiveness
engagement
project management
high level capabilities in critical thinking and problem solving, a commitment to lifelong
learning and discovery
excellent oral and written communication skills relevant to specialist and general
audiences
evaluate and use contemporary digital tools, resources and technologies
innovative and creative in response to novel problems, willing to take risks
high level capabilities in disseminating research, understanding of own research in a
broader context by participating in engagement with end-users of research
plan, manage and deliver research projects effectively
Cultural competence high levels of cultural competence, including in research practice
Interdisciplinary
effectiveness
work effectively in interdisciplinary settings to develop broader perspective, innovative
vision and the capacity to work effectively within national and international research
and innovation systems
An integrated professional,
ethical and personal identity
integrity, confidence and resilience
Influence professionally and socially responsible and make a positive contribution to society;
recognise the implications of own research in a broader societal context
The University of Sydney Page 45
5. Summing up
The University of Sydney Page 46
Summing up
– Increasing need for agility, adaptability among all stakeholders
– Rising cross-disciplinary and cross-sectoral engagement, leading to a more richly connected university and industry sector
– Accelerating demand for new skills and the ‘60 year curriculum’
– Potential need for national and international frameworks to support flexibility of learning models across disciplines, sectors and national boundaries
– If we are serious about outcome-based work integrated education, we probably need to:
• support the development of curriculum and quality frameworks that emphasise educational outcomes
• rely on evidence wherever possible
• measure outcomes at a high level and in a way that is meaningful to students, universities and employers