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

Comments

This article was originally published as: 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. Original article available here

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.

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