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WIL leaders drive shared industry-and-university WIL outcomes
The fifth domain concludes the WIL Leadership Framework, published (Download LE11_2084_Patrick_Report_2014) under Creative Commons Attribution-ShareAlike 4.0 International License. The table below,...
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Nurturing of a WIL Community of Practice
Work-integrated learning (WIL) practitioners, Patrick and Fallon (2014: 22) found, are expected to demonstrate leadership “in the absence of, or despite, a hierarchical structure”. The leadership role...
View ArticleIntrigued by 2015 CSOS Internship Programme
The Community Schemes Ombud Service (CSOS) is being established. How realistic is it to pursue this objective through interns? Who will mentor such interns? What will the training programme of such...
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Competency framework for career development practitioners (CDPs)
A competency framework for Career Development Practitioners in South Africa is being developed by the Department of Higher Education and Training. A well-researched document is available for public...
View ArticleHow to formulate questions for significant learning
Forward-looking assessment is exactly what is stated, namely to consider situations current students would in future encounter. To consider the knowledge, skills and experiences current students would...
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An instructional design model for significant learning
Fink (2005: 2) admits that the basic components are the same as those found in other models of instructional design. However, the distinctive difference of his model is that the “components have been...
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At which stage of workplace learning?
Jane Hart created a diagram in May 2010, subsequently refined as seen below by Jay Cross. Read Jane Hart's observations at ow.ly/2WEX7w
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Learning of a different kind occurs when opportunity to apply
Bringing life to learning, a report about experiential learning at Ontario universities, states in the Introduction (Council of Ontario Universities, 2014: 12 - Download...
View ArticleUnderfunding of work-integrated learning, Catch-22?
Two investigations, a decade apart, report difficulty with regard to quantifying costs associated work-integrated/experiential learning. There appear to be an unfortunate Catch-22 situation at work,...
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Exclusion of experiential or work-integrated learning from State funding
The November 2014 Ministerial Statement on University Funding in South Africa (Department of Higher Education and Training, 2014a: 6) specifies that the calculation of actual teaching input excludes...
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Six-tumbler combination lock, experiential learning metaphor
Beard and Wilson (2013) unlock powerful experiential learning through their new conceptual framework: A six-tumbler learning combination lock (p. 7). They pride themselves in having brought together,...
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South Africa’s 2020 NYP specifically mentions work-integrated learning
The National Youth Policy 2020 claims it “is part of a rich legislative and policy framework” (§4.5, p. 5). The dreary performance of youth development institutions is due to a lack of clear...
View ArticleFound missing from work-integrated learning research
Patricia Rowe, Professor Emerita, University of Waterloo, asked fellow practitioners “what research findings you think have been ignored, either by other researchers or by practitioners?” and “whether...
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Flipping, may challenge the usual order of WIL
Learning happens informally. People lean through what happens in their personal lives, ‘in the course of working’, and through social interaction, observe Helyer and Corkill (2015: 124). ‘Non-formal,...
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Marketing a critical element of Cooperative and Work-integrated Education
What brings; and the glue that holds; the essential ingredients of cooperative and work-integrated learning (CWIE) together, is ‘marketing’. Kevin Wheeler, the CEO and founder of Global Learning...
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Evaluation of Work-integrated Learning Programmes
Ashley, Kerr, Banwell, MacPherson and Heron (2016: 125) remark that work-integrated learning coordinators should evaluate in order to “plan and improve programming to better meet stakeholders’ needs...
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Innovative marketing for better cooperative and work-integrated education
The globalisation era, characterised, among others, by rapid and extensive social networking, as well as borderless information flow, present both opportunities and challenges. In order to gain and...
View ArticleOdgers Berndtson's CEO for one day leadership selection initiative #ceox1day
An “opportunity to assess [prospects] without any obligations” (p. 136) of creating permanent employment expectations, has long been advocated as one of the benefits for companies to participate in...
View ArticleLearning from mistakes — ‘selfless respect for reality’
Failure, says Costica Bradatan, “is like the original sin in the biblical narrative: everyone has it. Regardless of class, caste, race, or gender, we are all born to fail, we practise failure for as...
View ArticleThe parts marketing, networking and social media play in work-integrated...
Marketing is core to work-integrated learning (WIL)—for educational institutions to muster support; for prospective employers to attract scarce talent; and for students needing workplace experience....
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