Measuring work integrated learning: the development of the meta-competency test
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Usher, Adam (2012) Measuring work integrated learning: the development of the meta-competency test. Journal of Cooperative Education and Internships, 46. pp. 5-15. ISSN 1933-2130
Abstract
The practice of work-integrated learning (WIL) is rightly viewed as being important in the development of career ready students with identifiable graduate capabilities. Important also is its role in achieving the high level goals pertaining to positive social equity and economic outcomes through the development of lifelong learning outcomes. The value of WIL programs in these terms, however, remain difficult to quantify due to two major factors. The first factor is the difficulty associated with defining WIL and in identifying its learning value and form. The literature and practice highlights this as it accepts WIL as an ideal type; this has created difficulties for universities to quality assure and develop professional learning programs. The second factor, is the difficulty measuring the contribution of WIL to graduate capabilities. In response, this paper proposes the development not of a definition of WIL but rather of a meta-competency test for WIL.
| Item type | Article |
| URI | https://vuir.vu.edu.au/id/eprint/22874 |
| Official URL | http://www.ceiainc.org/assets/wysiwyg/Journal/JCEI... |
| Subjects | Historical > FOR Classification > 1303 Specialist Studies in Education Historical > SEO Classification > 970113 Expanding Knowledge in Education Historical > Faculty/School/Research Centre/Department > College of Education |
| Keywords | ResPubID26237, workplace, work based learning, competence, VET, vocational education and training, 21C, 21st century, Learning in the Workplace and Community program, LiWC, Australia |
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