Document Type
Conference Proceeding
Publisher
ANZAM
Faculty
Faculty of Education and Arts
School
School of Communications and Arts / Centre for Research in Entertainment, Arts, Technology, Education and Communications
RAS ID
14149
Abstract
This paper investigates whether work integrated learning (WIL) can be effectively implemented by using students existing workplace experiences (full-time or part-time). Students had to be in a work placement as a precondition for unit enrolment. The learning outcomes focussed on the ‘authenticity’ and relevance of University based learning when mapped against students ‘real world’ work experiences. Students were asked to reassess, question and integrate their individual (and collective) work-based experiences and acquired ‘real life’ knowledge against their business-based university learning. Students concluded that the learning topics had provided critical and personally useful insights into their own and the wider work environment. The learning experience(s) also led to a deeper and more engaged, as well as critical questioning of, university learning.
Access Rights
free_to_read
Comments
This is an Author's Accepted Manuscript of: Holloway, D., & Holloway, D. J. (2012). Work Integrated Learning and Business Education: A Legitimate Reverse Mapping Approach?. Proceedings of Australian and New Zealand Academy of Management (ANZAM) Conference. (pp. 16). Perth, Australia. ANZAM. Available here