Identifying student work skills and personal values for work-integrated learning: a host organisation perspective

There is a wealth of experience and expertise in managing and supervising existing student placements as part of the Work-Integrated Learning experience (WIL). However, to maximise our capacity to address the potential diversity of WIL students, there is a need for greater insight into the key demands and expectations of relevant industry/host organisations. Such knowledge is fundamental to develop and refine existing frameworks for assessing student suitability for placement and employability, which in turn will inform the preparational learning for placement and the student's success in placement. This paper shares and discusses the interim findings from the first stage of an incremental survey conducted with placement host organisations across disciplines in Planning & Sciences, and Social Work & Human Services, in an Australian university. This cross-disciplinary research uses a quantitative data collection method and analysis of preselected work skills and personal value attributes, informed by relevant literature across both discipline domains on tertiary student work placements and fundamental employability facets. Through this approach, the potential and value of cross-disciplinary research, teaching and cooperation is highlighted, concluding that the trend shown in the data points towards an imperative to include a focus on personal values within tertiary education teaching practices.

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20th WACE World Conference on Cooperative and Work-Integrated Education, 2017, Chiang Mai, Thailand

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978-0-473-43432-8

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