Discipline predicts Work Integrated Learning (WIL) practice in Science courses

Work integrated learning (WIL), particularly placement-based WIL (P-WIL), has gained momentum in Higher Education over the last decade as an educational strategy for enhancing student employability. However, there is very limited guidance on effective ways to embed and scaffold WIL assessments across courses (degree programs). We present the findings from an action-research study, purposed with building academic confidence to review and re-design existing assessments to have intentional and explicit employability foci. Key to the study was the sharing of existing WIL frameworks to build practitioner expertise. What arose was a notable intersection of similar, but unplanned assessments focused on career development learning, authentic assessment, and/or demonstrations of theory-to-practice performance during WIL activities. What was lacking was a means for designing an intentional holistic schema that tagged a suite of assessments dedicated to the development and demonstration of student employability across the course. An outcome was the creation of a novel meta-assessment WIL framework (WAM-F) that supported and purposefully integrated previously independent items: 1) career development learning; 2) transferable skills development; 3) reflections from professional practice theory-to-practice WIL experiences; and explicitly tethered these to the discipline orientation of the course. The overt tethering of discipline-specific learning outcomes to a range of WIL activities, via a course-wide approach, not only assures the regulatory requirement for all WIL experiences to contribute to, scaffold and develop the learning outcomes of a course, but also makes sense of emerging educational approaches for STEM teaching teams not always familiar or confident with how to embed fit-for-purpose employability learning.

Due to the Sars-Cov-2 health emergency and the forced stoppage of regular teaching and traineeship activities, digital work-integrated learning models have been widely proposed to Higher Education students. Blended practices and experiences referred to as virtual or simulated work-integrated learning or digital workplace learning are emerging as instrumental in achieving several educational outcomes and, among them, a positive attitude toward Professional Learning and Development. The contribution intends to reflect on the main issues that the Higher Education systems have been facing during the pandemic, with a specific focus on the management of internship and work-integrated learning activities and projects, and the possible widening of the definition of work-integrated learning.

Work-integrated learning (WIL) has become central to higher education reform, yet its implementation remains inconsistent across disciplines, with evaluation often limited to surface metrics rather than cognitive depth. This study explores how WIL is embedded within creative undergraduate programs of School of Communication & Design (SCD) at RMIT Vietnam – an international branch of a prestigious Australian university, responding to calls for greater curriculum-employability alignment in higher education. Drawing on transformative learning and authentic learning theories, and using Bloom’s revised taxonomy as an evaluative lens, this research systematically maps WIL integration across 153 courses in three curriculum layers—course learning outcomes (CLOs), assessments, and course materials. Quantitative analysis of action verbs and learning activities reveals that while WIL is moderately represented in CLOs and assessments, significant gaps exist in instructional delivery, particularly in early-year courses. The findings suggest a concentration of cognitively complex WIL in capstone experiences, with limited scaffolding earlier in programs. The study offers a replicable evaluative framework and advocates for intentional curriculum co-design involving educators and industry. This contribution informs pedagogical, institutional, and policy strategies to support more authentic, scaffolded, and equitable WIL integration.

This study explores the integration of entrepreneurial thinking into Work-Integrated Learning (WIL) for Medical Laboratory Science (MLS) students, aiming to enhance their readiness for the evolving healthcare landscape. A sample of 65 students from a Biomedical Sciences program participated in the research, utilizing a five-point Likert scale questionnaire based on Kolb’sKolb, D.A. Experiential Learning TheoryKolb’s experiential learning theory. Data analysis identified patterns across the four key phases of experiential learning: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. The findings highlight that while MLS students excel in technical competencies, there is a significant gap in advancing entrepreneurial skills. Concrete experiences centered on problem-solvingproblem-solving, but opportunities for collaborative activities and exposure to entrepreneurial ecosystems were limited. Reflective practices, such as feedback and supervisor guidancesupervisor guidance, were crucial for student development, but the integration of entrepreneurial frameworks like Effectuation Theory and the Lean Startup Method into the curriculum was insufficient. The study suggests a comprehensive framework for incorporating entrepreneurial thinking into MLS education through WIL, emphasizing hands-on learning, structured reflection, and industry partnerships. The research advocates for the inclusion of entrepreneurial concepts in MLS curricula, enhancing students’ ability to innovate and address healthcare challenges. This approach not only strengthens their professional competencies but also equips them to drive healthcare innovation and societal impact.

This paper documents a teaching innovation addressing the challenges of embedding and assessing reflective practice in work-integrated learning, specifically marketing internships. We identify four issues relating to this problem: lack of knowledge or skill for reflection, limitations of physical journals, facilitation of different forms of reflection, and suitable models for teaching and assessing reflection. The paper outlines a blended approach combining face-to-face workshops and online resources, and using online reflective journals and digital stories as assessment. The approach and assessment tasks can be implemented in a variety of marketing and business units.

This article examines journalism students’ learning experience that is intercultural, immersive and intensive. Accounts of ‘intercultural’ experience date back to Herodotus of Halicarnassus; ‘immersion’ is integral to contemporary practice in language learning; and ‘intensive’ delivery has been refined to an art by postgraduate business education. Together they can be grouped under the broader pedagogical concept of work-integrated learning (WIL). This article examines two WIL projects that involved a field trip by University of Queensland journalism students to Vietnam in 2012 and 2014, and its implications for future WIL initiatives.

There is an increasing policy emphasis on supporting diversity and inclusive practice, as well as graduate employability for higher education students. Work-based learning (WBL), placement learning, or work integrated learning (WIL) is a key component of many undergraduate degree programmes. However, for many students, factors such as disability, ill-health, caring or work responsibilities can impact on their placement experience. This paper presents research based upon students’ experiences and staff members’ views of placement learning. It offers a wider discussion of inclusion and inclusive practice that goes beyond a single focus on disability. Firstly, the paper addresses the challenges that a diverse range of students face when considering placement and then discusses the experiences of staff in support of this activity. These are conceptualised within the three themes of anxiety, uncertainty, but also opportunity. As researchers and reflective practitioners, the authors present discussion that aims to develop our understanding of inclusive practice, inclusive placement learning, and meeting the needs of diverse groups of students. These are universal requirements, relating to themes of social justice, reaching across different institutions, subject disciplines, and international boundaries.

Stakeholders' viewpoints on work-integrated learning practices in radiography training in South Africa: Towards improvement of practice

ObjectivesArtificial intelligence (AI) is rapidly being integrated into medical imaging practice, prompting calls to enhance AI education in undergraduate radiography programs. Combining evidence from literature, practitioner insights, and industry perspectives, this paper provides recommendations for medical imaging undergraduate education, including curriculum revision and re-alignment. Key findingsA proposed modular framework is outlined to assist course providers in integrating AI into university programs. An example course design includes modules on data science fundamentals, machine learning, AI ethics and patient safety, governance and regulation, AI tool evaluation, and clinical applications. A proposal to embed these longitudinally in the curriculum combined with hands-on experience and work-integrated learning will help develop the necessary knowledge of AI and its real-world impacts. Authentic assessment examples reinforce learning, such as critically appraising published research and reflecting on current technologies. Maintenance of an up-to-date curriculum will require a collaborative, multidisciplinary approach involving educators, clinicians, and industry professionals. ConclusionIntegrating AI education into undergraduate medical imaging programs equips future radiographers in an evolving technological landscape. A strategic approach to embedding AI modules throughout degree programs assures students a comprehensive understanding of AI principles, skills in utilising AI tools effectively, and the ability to critically evaluate their implications. Implications for practiceThe practical implementation of undergraduate AI education will prepare radiographers to incorporate these technologies while assuring patient care.

PurposeThe goals of this research study included evaluating the outcomes of Interdisciplinary Science Threshold Experience (InSciTE) on student experience of science discipline, level of sense belongingness to a large Faculty of Science (FoS), outcomes in learning science literacy skills and whether a student's background played a role in the differences of effects of the high-impact teaching practices. InSciTE was designed to facilitate the transition from high school to a large research-intensive university, and specifically to a FoS with over 6,000 undergraduate students.Design/methodology/approachThe FoS in a Canadian university engaged in the development of a *9 credit program bundling foundational statistics and chemistry courses with integration of aspects of mathematics and biology or physics to create a new first-year, academic interdisciplinary experience called InSciTE. This project-based curriculum emphasized teamwork and leadership, and presented complex interdisciplinary challenges facing today's world. A team-teaching environment consisting of instructors, a lab coordinator and teaching assistants was instrumental for the core InSciTE courses. In addition, the authors utilized a variety of learning practices with interdisciplinary themes to meet the learning outcomes. Course activities included field experience and tours, blended learning and flipped lectures, guest speakers, discovery-based lab activities, group discussions and projects, a capstone research project, and a combination of formative and summative assessments. The authors proposed two hypotheses for the evaluative study; first that the high-impact practices (HIP) will improve students’ experiences and belongingness to science faculty, and second that InSciTE facilitates learning of scientific literacy skills. To assess the effectiveness of InSciTE, the authors used two surveys, the first being the Test of Scientific Literacy Skills (TOSLS), which measures skills related to major aspects of scientific literacy: recognizing and analysing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyse, and interpret quantitative data and scientific information. The second survey examined student belongingness, motivation and autonomous learning, combined with demographic data questions.FindingsThe results suggest that InSciTE students reported higher feelings of relatedness, group membership, and career aspirations and performed better on the TOSLS compared to students in other science courses.Originality/valueAs a leader in interdisciplinary science, the FoS at a Canadian university developed a full-year course bundling foundational statistics and chemistry courses with integration of some aspects of mathematics and biology or physics to create a new first-year, academic interdisciplinary experience called InSciTE. This project-based curriculum emphasized teamwork and leadership, and presented complex interdisciplinary challenges facing today's world aiming to facilitate transition from high school to a research-intensive university.

This paper explores Pre-service Teachers’ (PSTs) perspectives on their School-Based Experience (SBE) to inform and enhance Work Integrated Learning (WIL) practices within Higher Education Institutions (HEIs). Utilising a qualitative, exploratory-descriptive case study design, the research involved in-depth interviews with 30 PSTs from various departments at a single HEI campus in the Eastern Cape, drawn from a total population of 705 PSTs. Informed by reflective learning theory, the study revealed several challenges encountered by PSTs during their teaching practice. Key findings indicate dissatisfaction with the evaluation process, as PSTs perceive it to be inconsistent; evaluations are conducted by lecturers for some, by mentors for others, and lack transparency and detail. Moreover, discrepancies between university instruction and school practices lead to confusion for PSTs. The study emphasises the necessity for improved collaboration between HEIs and placement schools to better support the development of PSTs. Based on these findings, recommendations include standardising assessment procedures, strengthening partnerships to ensure consistent instructional guidance, and fostering dialogue between universities and schools to align expectations. This research contributes to the body of knowledge by providing empirical insights into PSTs’ experiences and highlighting the importance of systematic evaluation and collaborative planning in SBE. Ultimately, the study advocates for reflective practices to guide HEIs in refining their WIL programmes, thereby creating a more coherent and supportive professional development environment for PSTs.

Focusing on a section of the Teaching International Students (TIS) project this article captures student and mentor perspectives within a Project-Based Professional Experience (PBPE) in the context of a large research-intensive university in Sydney, Australia. Animations co-produced with students were part of a Work Integrated Learning (WIL) compulsory upper-level course, leading to a ‘Community Building Framework’. The research goal shifted the educational purpose from didactic physical placements to collaborative dynamics where students, including international students, staff, and industry perspectives were ‘valued’. Prioritizing intercultural learning ‘challenged’ contested attitudes and ‘built’ communities of practice in a workforce focused ecology. Findings emerged from reflective interchanges whilst working iteratively and collaboratively with students, to inform the PBPE online framework.

Shadowing is described as an interprofessional education (IPE) learning activity where a student of one discipline shadows a registered health professional or student of another discipline. To date, research examining the educational effectiveness of the shadowing learning activity has largely focused on students shadowing registered health professionals. This study explores if and what students learn, and the factors that influence their learning, when they shadow students from other disciplines. This ethnographic, case study observational research used indepth analysis to undertake a fine-grained examination of interprofessional learning gained through student's peer shadowing of each other in a 5-week IPE programme in a rural setting. Both the students who were shadowing and students who were being shadowed were observed to learn in the activity and this learning was multifaceted. It included learning about another discipline's roles, skills and philosophies and the different training programmes, as well as personal and professional concerns and also wider aspects of health care. Peer teaching resulted in active and sometimes reciprocal learning and students were for the most part confident and enthusiastic. Peer shadowing involving senior students of different disciplines where interaction and social engagement occur, promotes meaningful and comprehensive interprofessional learning, including enhancing understanding of interprofessional collaboration as well as other aspects of professional and social practice. It is important for educators to prebrief the students about the goals of peer shadowing and advise them to prepare themselves for the learning activity, but once done, incorporating peer shadowing within IPE curricula provides an effective learning activity in which all students benefit.

Compared the degree of dysfunction in the family of origin of psychology graduate students to that of graduate students in the disciplines of business, education, engineering, and health sciences. Students were accessed through University of Alaska Anchorage graduate departments. Family background was assessed with the Index of Family Relations (IFR; Hudson, 1990a), the Self-Report Family Inventory (SFI; Beavers, Hampson, & Hulgus, 1990), and relevant demographics obtained from a biographical questionnaire. Results indicated significant differences among the student groups; psychology graduate students demonstrated higher degrees of family dysfunction than students in other disciplines. Implications of these findings for psychology graduate training programs are discussed.

Advances in Medical, Dental and Health Sciences,2022,5,1,1-6.DOI:10.5530/amdhs.2022.1.1Published:May 2022Type:Research ArticleAuthors:Kamran Khan, Aqsa Zaman, Furqan Khurshid Hashmi, Rizwan Khan, and Ghulam Murtaza Hamad Author(s) affiliations:Kamran Khan1,*, Aqsa Zaman1, Furqan Khurshid Hashmi1, Rizwan Khan2, Ghulam Murtaza Hamad1 1University College of Pharmacy, University of the Punjab, Allama Iqbal Campus, Lahore, PAKISTAN. 2Faculty of Pharmacy, University of Poonch, Rawalakot, PAKISTAN.Abstract:Background: COVID-19 is an infectious disease caused by the most recently discovered Coronavirus and has been a global threat. The objective of our study is to assess the knowledge and practice of pharmacy students in different Universities of Pakistan related to the nature and management of the COVID-19 pandemic. Methods: A descriptive and cross-sectional study was conducted from March to July 2020 by using an online as well as a self-administered questionnaire. Undergraduate pharmacy students were considered as the study population. The questionnaire was outlined with 6 sections including demographics; symptoms; risk; action and prevention; treatment options; and distinguishing characteristics of COVID-19, cold, and flu. The data were coded, entered, and analyzed using a statistical package for social sciences SPSS (IBM, version 22). Finding: Out of 1266 total respondents, the majority 863 (68.2%) were female pharmacy students with ages ranging from 18-26 years. The mean percentage of knowledge, awareness, and perception of the study sample about the symptoms, risk, transmission, prevention, and action against COVID-19 was found to be 56.43%. Conclusion: The low level of awareness immediately demands the update of the respective curriculum, conduct evidence-based learning, webinars, and mock drills to all the professionals as well as to the students of different disciplines by the Government and health departments. Students of health science should utilize their academic knowledge with a professional touch to assist the community to contain the disease. They can ensure the safety of people voluntarily by different public awareness programs to overcome such a global crisis. Keywords:COVID-19, Pakistan, Pandemics, Perception, Pharmacy, Students, UniversitiesView:PDF (447.84 KB)