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Mapping WIL activities in the curriculum to develop graduate capabilities: A case study in accounting

Natoli, Riccardo, Jackling, Beverley, Kaider, Friederika and Clark, Colin (2013) Mapping WIL activities in the curriculum to develop graduate capabilities: A case study in accounting. Asia-Pacific Journal of Cooperative Education, 14 (2). pp. 75-88. ISSN 1175-2882

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Abstract

Big business continues to request universities to produce graduates who possess both technical and generic skills. Although work-integrated learning (WIL) programs can be used to develop these skills, WIL placements in Australia are undertaken by a minority of students. Perceiving a gap, one Australian university undertook a major WIL revamp to expand WIL offerings embedded within its courses. This required major organizational change that impacted significantly on curriculum design. From a quality assurance perspective, this paper provides an overview of a revised WIL program in the accounting discipline, and discusses the issues and challenges associated with the revised WIL program four years after its implementation. The findings demonstrate that the discipline area has not yet fully met the revamped WIL program as defined by university policy. Recommendations are provided that form a valuable learning tool for educational institutions considering embedding broadly defined WIL within their courses.

Item Type: Article
Uncontrolled Keywords: curriculum mapping, program evaluation, organizational change, work integrated learning, organizational culture, accounting, Australian Learning and Teaching Council, ALTC, Australian Collaborative Education Network, ACEN
Subjects: FOR Classification > 1399 Other Education
FOR Classification > 1501 Accounting, Auditing and Accountability
FOR Classification > 1503 Business and Management
Faculty/School/Research Centre/Department > School of International Business
Depositing User: VUIR
Date Deposited: 12 Jun 2013 03:08
Last Modified: 30 Jul 2014 06:37
URI: http://vuir.vu.edu.au/id/eprint/21768
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Citations in Scopus: 2 - View on Scopus

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