Maximizing graduate capabilities: Linking knowledge, skills, and workplace experiences

Newman, Tara and Dowling, David (2014) Maximizing graduate capabilities: Linking knowledge, skills, and workplace experiences. In: ACEN 2014 National Conference Work Integrated Learning: Building capacity, 1-3 Oct 2014, Gold Coast, Australia.

Abstract

Work-Integrated Learning (WIL) experiences are most effective when situated in a framework of learning outcomes, either a framework associated with a specific WIL experience or a framework that underpins the curriculum of their degree program. At a basic level, such a framework enables students to plan, prepare for and then reflect on their work experiences. At a higher level, a framework enables students to plan, manage and identify their learning while they are at university. Using the Masters of Engineering Practice (MEP) program case study as an example, this paper describes how the Define your Discipline (DYD) process has been used to gather critical information about a discipline’s expectations and how the resulting Graduate Capability Framework can be used to inform the development of new programs or to enhance existing programs.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Division of Academic Services - Learning and Teaching Support
Date Deposited: 24 Aug 2016 00:02
Last Modified: 13 Dec 2016 05:20
Uncontrolled Keywords: Work-Integrated Learning, Field-Based Learning, Define your Discipline, Graduate Capabilities, Recognition of Prior Workplace Learning, Self-Assessment of Prior Learning
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: C Society > 93 Education and Training > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development
URI: http://eprints.usq.edu.au/id/eprint/28745

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