Resourcing and recognition: Academics' perceptions of challenges experienced embedding work-integrated learning in the curriculum.
| Autor: | DEAN, BONNIE AMELIA, MUNDY, TRISH, PRICE, ORIANA, KENNEDY, MEREDITH, WHEELER, GLEN, SHERIDAN, LYNN, ISKRA, LORETTA |
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| Předmět: |
CURRICULUM
CONSENSUS (Social sciences) SCALE analysis (Psychology) QUALITATIVE research PREDICTION models HUMAN services programs DECISION making QUANTITATIVE research DESCRIPTIVE statistics STRATEGIC planning INSTITUTIONAL cooperation GOVERNMENT aid THEMATIC analysis SURVEYS LEARNING strategies CONTINUING education EMPLOYEES' workload MANAGEMENT VOCATIONAL guidance TIME |
| Zdroj: | International Journal of Work-Integrated Learning; 2023, Vol. 24 Issue 4, p141-156, 16p |
| Abstrakt: | This paper explores academics' perceptions of work-integrated learning (WIL) resourcing provisions and challenges at one institution to better envisage institutional support for WIL. The study draws on the WIL Curriculum Classification Framework to unpack how support and resourcing aligns to different modes of WIL. This study reports on the perceptions of 95 academics from a range of disciplines, teaching a variety of WIL activities. Findings are organized under core resourcing challenges: workload and recognition; developing WIL; administering and scaling WIL; sustainable management of industry relationships, and; other support requirements. Findings suggest mixed perceptions on WIL resourcing, space for more WIL integration in subjects, and consensus on the under-recognition of WIL work. Findings highlight the invisibility of academics' efforts to embed WIL in curriculum, showing clashes in workload modelling and WIL practices. The study has implications for institutional WIL resourcing and recommends more coherent policies for recognition of WIL work. [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
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