ProfessorLizJohnson,ACDS&DeakinProfJohnRice,ACDSProfCristinaVarsavsky,MonashProfJoWard,CurtinProfMalcolmCampbell,DeakinDrJohnHoldsworth,NewcastleDrTrinaJorredeStJorre,DeakinDrJoElliott,DeakinJenAughterson,Deakin

CreatingsustainableprogramsforWILinScienceLizJohnsonandJoElliott

ProfessorJanOrrell,FlindersProfAmandaHenderson,GriffithMsAnneYounger,AiGroupDrMichaelWhelan,SCU&ACEN

Today’swebinar

• ContextforWILinScience:motivation,currentstate

• LeadershipforWILinScienceproject:overviewofinitialsteps

• SuccessfulWILinScienceproject:strategyandprogress

• WILinScienceresearch:PerceptionsofWILinSciencepractitionersPerceptionsofsciencestudents

Theprobleminscience…

Sciencegraduateshavediversecareers

25.2%

17.4%

14.7%

10.6%

7.4%

5.8%

5.2%

3.1%3.0%

2.3% 2.2% 1.5% 1.0% 0.6%Notworking-25.2%

General-17.4%

Science(Prof.)-14.7%

Management-10.6%

IT-7.4%

Education-5.8%

Marketing-5.2%

Science(Tech.)-3.1%

Finance-3.0%

Health-2.3%

Eng./Tech.-2.2%

Professionalother-1.5%

Unknown-1.0%

Construction-0.6%

Directly inScience 28%

Notworking 25%

‘General’ 17%

Management 11%

IT 7%

Education 6%

Marketing 5%

Finance 3%

Almost50%ofworkingB.Sc.graduatesarenotemployeddirectlyinScience.

~48%

Palmer et al (2017) Palmer, Stuart, et al. Res.Sci. Ed. 1-18.

14.7% 14.4%

29.2%18.8%

9.5%

28.2%

7.1%

3.1% 3.8%

6.2%

6.4%

2.3%

1.6%

1.6%

57.0% 54.7%

37.4%58.7%

60.2%

56.3%

77.6%

25.2% 27.1% 27.2%16.2%

27.9%14.0% 13.7%

161597 25056 12426 692 2487 16342 863

0%

20%

40%

60%

80%

100%

BachelorofScience

BachelorofBiologicalScience

BachelorofBiomedicalScience

BachelorofForensicScience

BachelorofZoologyand

AnimalScience

BachelorofEnvironmental

Science

BachelorofFisheriesandAquaculture

Percen

tageofscien

cegradu

ates...

Undergraduatescienceprogramspecialism

…workingasscienceprofessional …workingassciencetechnician …otherwiseemployed …notworking Total

38%

78%

Out

-of-

field

Differentdegreeslinktodifferentoutcomes

Not allscientistswearlabcoatsnow…

Careers thatunderstandscience

Careersthatuse

science

Scientistswhocreatescience

• Regulators• Sciencerelated

business• Policy development• Teaching

• Health• Engineering• Information

technology• Environmental

Management• Architecture

• Pureresearch• Appliedresearch

…andjobsarechangingrapidly

Employability meansthatstudentsacquiretheskills,understandingsandpersonalattributesthatmakethemmorelikelytosecureemploymentandbesuccessfulintheirchosenoccupationstothebenefitofthemselves,theworkforce,thecommunityandtheeconomyMantz Yorke 2009

Work-integratedLearning(WIL) isaimedatimprovingtheemployabilityofgraduatesbygivingthemvaluablepracticalexperiencewhichisdirectlyrelatedtocoursesbeingstudiedatuniversity.WILalsoimprovesthetransition fromuniversitytoworkand productivityoutcomesfortheemployerandtheeconomy.NationalStrategyonWorkIntegratedLearninginUniversityEducation,2015

Whathelpsemployability?

WILcanbediverse…

See:Kaider, Hains-Wesson & Young, (2015) in http://acen.edu.au/resources/enhancing-courses-for-employability/

Oliver B (2015) 6:56, J. Teach. Learn. Graduate Employability

…butsciencestudentshavelessaccesstoexplicitWIL

Edwardsetal,2015

01020304050607080

projects short medium long

Science

Agriculture & Env Sci

ICT

Science and maths

Stud

ent p

artic

ipat

ion

(%)

placements

Leadership for WIL (2015-2016)

Successful WIL (2016-2018)

HowcanwegrowWILinScience?

http://www.acds-tlcc.edu.au/work-integrated-learning/

Understandingtheclimateforchange:national

Creatingaclimateforchange:local

University: strategic agenda, systems, resourcing

Faculty: degrees, discipline priorities, resources

Students and teachers and industry partners

Leadership for WIL (2015-2016)

HelpingFacultiestogrowWILinScience

http://www.acds-tlcc.edu.au/work-integrated-learning/

National network WIL in Science Forum

Lighthouse projectsRegional workshops

AchangemodelforFaculties

• FacultiesareatdifferentstagesintheirWILjourney

• Needtomeetthemwheretheyare

• Peer-to-peersupport

• Discipline-orientedinformation,• Casestudies,examples,resources

Intention&plan

Build &trial

Refineandexpand

DeakinUniversityCRICOSProviderCode:00113B Darren Flinders Flamborough Lighthouse, East Yorkshire, Creative Commons

Extending WIL and building capacity for the future

UTS SydneyDeakin University

Developing alternative approaches to WIL

University of QueenslandMonash University

Setting up Faculty WIL programsUniversity of TasmaniaWestern Sydney University

LighthouseProjects:casestudieshttp://www.acds-tlcc.edu.au/publications/case-studies-of-successful-wil/

DeakinUniversityCRICOSProviderCode:00113B

WIL in Science guideCurate existing resourcesExpand case studies

Regional CoPsPeer mentoring

HelpingFacultiestogrowWILinScienceSuccessful WIL (2016-2018)

WIL in Science ‘specialists’Science students

WhatWILspecialistssayaboutstudentengagement

Researchquestions

• Howandwhysciencestudentsengage withWILopportunities• StrategiesforcommunicatingandmotivatingsciencestudentstoengagewithWIL

• StrategiesformakingWILexperiencesmeaningful tosciencestudents

Whowespoketo

• N=23(13universities)

Rolesincluded:• Teaching aWILunitorprogram• Developing orgrowingWILwithintheirfaculty• SupportingWIL• Engagingindustry• ChampioningWIL

1.WILspecialiststhinksciencestudentsareveryinterestedinWILbut…

“They’redeadkeenforemployment-relatedopportunity”

• Buthowmanyactuallyengage?

“it’shardtosayablanketyesornothemajorityareengagedorinterestedinWILornot”

2.Theythinkinterestisrelatedtoemployability

“ThisisanopportunityinasafeenvironmenttoactuallyexplorewhetherwhatIthinkit'sliketobeawhateverisreallywhatit'slike.Getmyfootinthe

door,gettheedgeonothergraduates”

• Somestudentsalsomotivatedbypassionandenthusiasmfortheirsubject

0

10

20

30

40

50

60

70

80

90

Getajob Getabetterjob/promotion

Jobrequirement,extraskills

Job-relatedreasons

(combined)

Personalinterest,

enjoymentorconfidence

Other

Reasonsforundertakingstudy(%)

ABSeducationandtrainingexperiencesurvey,2009

3.Toengagestudentsweneedtohaveaconversation…

• MakeWILvaluableandrelevant

“howunderstandingthemselves,orhavingthatself-awarenesswillhelpthemnavigatetheirworldofworkinthefuture”

“what’sthepurposeofthisparticularpieceofassessmentforyou,foryourfuture”

• MakeWILexplicit

• Wecan’tassumethatstudentsrecognisetheskillstheyaredeveloping

• “thesearethethingsthatwe'regoingtobuildthroughoutthecoursealongsideyourdisciplineknowledge”

• Weneedtotalktothemabouthowthelearningactivitieshelpthemdeveloptheircapabilities

• MakeWILvisibleandaccessible

“Whentheysee[placement]aspartof theircoursemaptheytendtoatleastgetengagedwith‘Whatisthis?WhatdoIneed

todo?’”

“Weneedtomakeroomforitinthecurriculum…itmakesiteasierforstudentstoengagewithit.”

4.Differentstudentsneeddifferentconversations…

• Factorsinfluencingengagement• Thedisciplineculture• Easeofidentifyingcareerpathsandopportunities• Disciplinestereotypes• “It'snotaonesizefitsall”• Motivationsandgoals• Priorworkexperience• Commitmentsoutsideuniversity• Confidence

5.Weallneedtohavetheconversation...

“Multiplestreams…multiplechannels…multipleoccasions”

• Lecturers• Tutorsanddemonstrators• Otherstudents• Recentgraduates• Employersandindustryrepresentatives• Careersservices

…butgettingallstaffonboardcanbechallenging.

“It’sabittrickyaswellgettingtheacademicsonboard…gettingthemtorecognisethatmaybehalfofthe

studentbase,ifnotmore,arenotonaresearchtrack.”

• Otherchallengesforteachingstaff• Don’tknowwhattosayaboutWIL• Don’tthinkofWIL• Don’thaveaholisticviewofthecourse

6.Ofcourse,onceweengagethem,weneedtomakesurewedeliver

• AssessmentandreflectionhelpmakeWILmeaningful

“BecauseyouareassessingtheWILexperienceyouarekindofforcingthemtoreflectonwhatthe valueofthatexperiencewas.Ithinkifthereisnoassessmentbuiltin…

maybetheyjustdoitandtheydon’treflectonit.”

7.Reflectionishard…

• Writtenreflection/reflectivediary

• Jobapplicationsandinterviews

• Skillsaudits

• Criticalincidentanalysis

MoreWILisnotenough…

• WeneedtoengagestudentsinWILby:• Communicating

• Repeatedlyandexplicitly• AboutthevalueandrelevanceofWIL• Throughmultiplechannelsandmultiplesources

• MakingWILvisibleandaccessible,witharangeofoptions

• Helpingstudentsreflectontheirlearninganddevelopment

Butwhatdothestudentssay?

• Focusgroupsandinterviews• Approx.75studentsfromtwouniversities• Threemoreuniversitiestocome

• Explorestrategiesfor• effectivelycommunicatingtostudentsaboutWIL• motivatingstudentstoengagewithWIL• makingWILexperiencesmeaningful.

WILbasicsWILinScienceDefiningWILWhyWIL?Commonchallenges

GoodPracticeDesignDeliverEvaluate

ProgramdevelopmentInitiateandplanBuildandtrialExpandandrefine

ResourcesandTools

Networks,discussionandsharing

WILinScienceGuide

Nextsteps:information,ideasandmoreconnections

Wanttoknowmore?www.acds-tlcc.edu.au/

Thankstotheprojectteam:LizJohnson,JohnRice,CristinaVarsavsky,JoWard,MalCampbell,JohnHoldsworth,TrinaJorredeStJorre,JoElliottandJenAughterson.