Frequently Asked Questions (FAQs)
This site seeks to provide a resource-kit of nomenclature, guidelines and best practice features describing compliance arrangements in support of off campus, Work Integrated Learning and other off-campus activities at the University of Melbourne. Information compiled in this site represents the summary of a six month project commissioned within Academic Enrichment Services at the University of Melbourne.
Q1: What is Work Integrated Learning (WIL)?
Work Integrated Learning (WIL) is the term normally used to describe educational activities that integrate theoretical learning with its application outside of the classroom. It covers a wide spectrum of learning activities that may take place in employment or community settings, in the field or at conferences.
WIL activities provides opportunities for students to apply theoretical knowledge, consolidate and further develop and skills and reflect on practice. It also enables them to gain insight into employment options, appreciate the links between their academic learning and ‘the real world’, establish important professional links and contacts and gain the all important practical experience to include on their CV.
Work-integrated Learning (WIL) is a key element of the University of Melbourne signature experience of Engaging the Community. The University of Melbourne is committed to enhancing engagement with a range of communities through a variety of interactions. Work Integrated Learning provides an ideal opportunity for the individual student and for the University, to both contribute to and learn from these communities. It is a true example of Knowledge Transfer – both in relation to the expansion of knowledge and also in relation to economic, social and cultural development.
Q2: How do I make best use of this Toolkit?
Are you:
A. Wishing to gain an insight into possibilities for off campus programs and how they are run? Consult our Examples of Good Practice section to listen to colleagues talk about their programs.
B. Ready to design your off campus program? To ensure that you consider all the components required for a thorough program design, consult Tips for Program Design. There you can access a prompt sheet of key issues to consider as well as essential legislative information and guidelines that support an inclusive process.
C. At the point where your program development now requires supporting documentation? In the Library of Resources you can access a wide range of forms which underpin all major areas of compliance relating to off campus programs and activities.
Q3: How can an off campus program or activity benefit the student and the University?
- Employers are increasingly seeking well rounded graduates who have gained some ‘real world’ experience and who can provide examples of how they have applied their learning outside the University. Workplace and ‘in the field’ learning provide ideal opportunities for students to demonstrate that they have this experience.
- Currently, more than 80% of students who secure an internship or co-operative year placement (6 months +) are subsequently offered a graduate position within that organisation. (This of course means that if our students are not taking part in these internship programs, students from other universities will be securing them and also then reducing the pool of graduate positions available as high numbers progress from internship -> graduate positions.
- Students returning from work placements report that the university curriculum takes on significantly greater meaning and relevance as a result of their experience. Their grades generally improve as a direct result.
- Employers’ experience with recruiting University of Melbourne students for work placements generally creates more opportunities for the student’s Department or Faculty to interact with the organisation. These interactions may relate to research opportunities, guest lecturer possibilities, scholarships or prizes, membership of Faculty/Departmental committees or industry boards, mentoring programs, student project topics, vacation work etc.
- Quality of Teaching scores frequently increase when students are given the opportunity to incorporate practical experience with their academic learning.
- Students with a range of experiences, particularly course related work experience, fare a good deal better in the employment market than their contemporaries who do not have such experience. This results in enhanced results in the national Graduate Destination Survey for The University of Melbourne.
- Many students returning from industry placements report that they gain an enhanced perspective on a range of issues – much broader than just the content of their placement. Industry information, organisational structures and hierarchies and how the organisation impacts on and communicates with other communities etc are all important learnings reported by students.
- Students gain a great deal from attendance at professional conferences. Obtaining a broader insight into the specific field of knowledge, networking with colleagues and raising the profile of the University of Melbourne (particularly if they are presenting a paper or exhibiting a poster) are all benefits for the student and the University.
- As mentioned above, Knowledge Transfer is of critical importance to the University and is one of the 3 key drivers of its activities. Off campus student activities strongly support Knowledge Transfer and strengthens the University’s links with its many communities.