Abstract
While higher education institutions are increasingly interested in preparing a new generation of students to meet the demands of the workplace, there is still limited research on how work-integrated learning (WIL) strategies can specifically benefit Gen Y's learning, competency development, and employability. In this chapter, the authors aim to extend the knowledge of WIL in three key respects: (1) examine the rationale for considering WIL as part of curriculum development, (2) compare different WIL strategies through four cases studies, and (3) analyze the impact and benefits of those WIL approaches for Gen Y's learning and employability. By comparing and contrasting different approaches to WIL, the chapter contributes to shed more light on some important benefits of WIL such as Gen Y's development of self-identity, reflective capacity, and critical skills. Although different, the cases demonstrate the importance of making space for reflection and integrating collective and individual practices in WIL designs.
TopIntroduction
Preparing a new generation of students to meet the demands of the workplace has become an increasing concern for higher education faculty. But how to approach curriculum development in a way that both appeals to Generation Y (Gen Y) students' learning styles and equips them with the competencies required by the new work environment? Gen Y students expect to be prepared for a complex workplace, which challenges academics to continuously revise their curriculum (Barnett & Coate, 2005) and find learning strategies which respond to their students’ evolving needs (Fraser & Bosanquet, 2006). In this context, we believe WIL is a critical component for future curriculum development. Work integrated learning (WIL) deliberately integrates theory with practice (Patrick et al., 2009). WIL embeds a broad range of learning practices including (1) systematic training (e.g. apprenticeship), (2) structured work experience (e.g. field experience, internships), and (3) institutional partnerships (e.g. service learning) (Sattler, 2011; Stirling et al., 2016). All those learning practices are designed to provide students with exposure to “real-world” work experience (Jackson, 2015). Integrating curricula with workplace experience presents several benefits such as deepening students’ knowledge of a real-world setting, gaining a better understanding of the roles and expectations in relation to their future profession (Jackson, 2015), enhancing students’ work-related capabilities, developing a sense of their professional identity (Cooper et al., 2010) and developing self-awareness (Barnett et al., 2001).
The purpose of this chapter is to extend the knowledge of WIL in three areas: (1) examine the rationale for considering WIL as part of curriculum development; (2) show different WIL strategies and perspectives through four cases studies presenting WIL-based designs in four higher education institutions based in different countries and (3) analyze the impact and benefits of WIL approaches for Gen Y’s learning, competency development and employability. The chapter will address these issues through an exploratory multiple case study approach, allowing both a micro-level analysis and greater academic reflection on the value of integrating project-based learning, traineeship and active learning in curriculum design. Similarities and differences across cases will be examined and lead to recommendations for practice and future research.
Key Terms in this Chapter
Generation Y: The generation born from 1982 to 2004.
Project-Based Learning: Involves varied learning practices and complex tasks, based on challenging problems that support students in developing their understandings of what a real-world setting may look like; gives students the opportunity to work relatively autonomously over a specific period of time.
Higher Education: Education that is beyond the secondary level of education and mostly provided by colleges and universities.
Employability: The set of skills, knowledge, attitudes, and personal attributes that may help individuals to become successful in a chosen professional field.
Action Learning: The process that allows individuals to work in small groups solving real problems, taking actions, and reflecting upon the results.
Traineeship: A type of vocational training that allows participants to learn about the industry and the job.
Reflective Practice: Conscious consideration and analysis of past experience and performance for the purpose of learning.
Workplace Learning: Learning that occurs in the workplace.
Apprenticeship: The process of learning a trade/occupation/profession by working directly under the supervision of an expert.
Work-Integrated Learning: A form of experiential learning in which workplace learning is recognized and valued as a contribution towards the development of work-related skills and competences.