Leong, Raymond and Kavanagh, Marie (2010) An assessment model in a business work integrated learning capstone project. In: ACEN 2010: Work Integrated Learning (WIL): Responding to Challenges , 29 Sep-1 Oct 2010, Perth, Australia.
University of Southern Queensland (USQ) Springfield campus business students have the opportunity to participate in Work Integrated Learning (WIL) type activities incorporated into designated program courses. Final year students may elect to complete a one semester capstone course BUS3000 Work Integrated Learning by securing a placement in their major discipline with a host organisation (sponsor) to complete a project.
In this course, students will have to utilise the skills that they have learnt in the classroom, extend them in the practical world and demonstrate their learning through varied assessment tasks involving reflection, verbal presentations and written reports. Students have ample opportunities to reflect on their learning journey, share their experience and make recommendations for future improvement where appropriate. The placement will culminate in a deliverable output to the host organisation in terms of a project in which students must utilise both the technical and generic skills that they have acquired in the process.
Through careful planning, implementation and execution of the assessment in this course, students will appreciate that to be successful in the working environment, they will need to be equipped with not only technical skills, but they would also need transferable generic skills like communications, analysis and problem-solving that can be applied to a variety of workplace situations. These skills will be assessed through a variety of means including a résumé, a project proposal, reflective journals, a written report and a verbal presentation with input from the employer contributing to the assessment outcomes.
This model of assessment covers most aspects of employability skills and attributes expected of a university graduate. It seeks to close the expectations gap between industry and academia and graduates would be readily employable, adaptable and be positive contributors at the workplace.
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