C/4.4 Work integrated learning

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4.4.1 Policy principles
4.4.2 Policy outcomes
4.4.3 Definitions
4.4.4 Design of work integrated learning in courses and units
4.4.5 Assessment of work integrated learning
4.4.6 Evaluation of work integrated learning
4.4.7 Roles and responsibilities for work integrated learning
4.4.8 Managing risks associated with work integrated learning
Related Documents
Modification History

4.4.1 Policy principles

Work integrated learning is integral to QUT's approach to curriculum design across courses and supports the University's overall vision through the following principles:

• All undergraduate courses are expected to provide the opportunity for students to undertake various forms of work integrated learning during their course.
• Work integrated learning should build mutually beneficial outcomes for students, the University, industry, professional partners and the community.
• The management of risks associated with work integrated learning is the responsibility of all stakeholders.
• Regular evaluation of work integrated learning informs an evidenced based approach toward realising both learning goals and benefits for all stakeholders.

This policy

• covers all work integrated learning which forms a formal, assessed, credit bearing component of a course in which a student is enrolled, and which has the prior approval of QUT.
• does not cover work experience that students secure which is outside the curriculum (non credit-bearing).

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4.4.2 Policy outcomes

The policy is designed to

• provide the framework in which QUT offers work integrated learning opportunities for students;
• describe the roles and responsibilities relating to the offering of work integrated learning; and
• describe approaches to managing risks associated with work integrated learning.

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4.4.3 Definitions

Work integrated learning occurs in the curriculum where students learn through engagement with industry and community partners in authentic activities that are planned for and assessed. These activities provide opportunities for students to:

• develop and integrate their knowledge, skills and dispositions through creative problem solving in real world contexts;
• experience the practices and cultures of relevant professions and sectors;
• explore career options and represent their emergent professional identity and capabilities; and
• reflect on practice.

Work integrated learning does not necessarily entail learning in workplaces external to QUT. It can occur on-campus or through virtual environments; it may also involve students engaging in work integrated learning activities overseas.

A Work Integrated Learning unit is a unit where students engage in work integrated learning activities. Work integrated learning activities occur in many forms including:

• professional work placements (including virtual placements)
• internships, practicum, field/clinical placements
• cooperative education
• service learning
• community projects
• industry projects
• work-based projects
• fieldwork
• site visits, field observations and shadowing.

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4.4.4 Design of work integrated learning in courses and units

Work integrated learning experiences are incorporated throughout courses, but a particular emphasis is likely to be in the latter stages of the course to facilitate the transition from student to professional. Purposefully designed work integrated learning curriculum ensures that experiences are developmentally appropriate, commencing with opportunities based on first year experience principles, and developing through to final year internships as 'capstone' experiences where students have the opportunity to work independently (C/4.2). All activities will be conducted in accordance with workplace health and safety requirements.

Work integrated learning units are designed so that learning experiences are explicitly integrated within the curriculum and are relevant to the learning outcomes of the overall course. All units should comply with University policy on units and unit outlines (C/4.5) and have a clearly defined set of learning outcomes which take into account QUT graduate capabilities (C/4.3). The design of work integrated learning units should provide opportunities for students to enhance and evidence their knowledge and capabilities that support their engagement in practice settings.  
Work Integrated Learning curriculum design needs to incorporate appropriate activities before, during and after students’ involvement in practice to support students to fully engage in and benefit from their experience.

Preparation activities should clarify expectations about purposes, support and responsibilities; prepare students as self-organising, proactive and self-reflecting learners; and ensure students meet mandatory skill, health and safety and other requirements.

While students are involved in work integrated learning activities the University maintains ongoing and regular input and contact with students; and oversight and direction of work integrated learning (Higher Education Support Act 2003 (Cwth)). Promoting student self-reflection and reflective dialogue with others during their experience also supports and enriches students’ practice experience.  Students are encouraged to make use of a portfolio (F/1.6) for reflecting, recording and presenting the skills and capabilities gained during work integrated learning experiences.

After authentic practice-based experiences structured activities should be provided to enable students to share and draw out their experiences; make links to what is taught in the university setting; and, encourage self-reflective capacities and critical perspectives on work and learning processes.

The Learning and Teaching Unit website provides detailed information including procedures and resources to support the embedding of work integrated learning in the curriculum at QUT.

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4.4.5 Assessment of work integrated learning

Assessment of work integrated learning units is consistent with the University’s assessment policy (C/5.1). The assessment design for work integrated learning will also take into account the unique context and situations that students face in terms of their work integrated learning experiences. Assessment will therefore draw on a diverse range of strategies that assess students’ engagement with authentic learning activities and the outputs and/or outcomes of this engagement.

While the unit coordinator has the ultimate responsibility for defining and managing the assessment of student learning and the standard of learning and performance to be achieved by students (Higher Education Support Act 2003 (Cwth)), the assessment design may also involve:

• negotiated outcomes and assessment based on collaboration amongst industry or community partners, students and QUT academics;
• the industry partner formatively and/or summatively assessing student work.

Assessment design should incorporate feedback from relevant stakeholders and provide opportunities for students to reflect on and respond to feedback in ways that inform future practice.

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4.4.6 Evaluation of work integrated learning

Regular evaluation of work integrated learning activities by all stakeholders is consistent with University policies on the Evaluation of courses, units, teaching and student experience (C/4.7) and Course Quality Assurance (C/4.6). This evaluation should be used to inform continuous improvement of courses, units and work integrated learning activities.

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4.4.7 Roles and responsibilities for work integrated learning

The following roles and responsibilities of the University, workplace supervisor and student engaged in work integrated learning should be read in conjunction with the Protocols for Work Integrated Learning.

a) University

The University, through the relevant executive dean or nominee is responsible for:

1. using all reasonable endeavours to ensure that the workplace is safe in accordance with QUT policy (A/9.1 and A /9.2) and that a safety management system is in place or that appropriate risk assessments and training are conducted;
2. ensuring that appropriate resourcing is provided for managing work integrated learning activities;
3. ensuring the participation of work integrated learning staff in induction and training programs as required;
4. establishing appropriate policies and procedures, and quality assurance mechanisms;
5. ensuring that work integrated learning activities provide suitable learning opportunities for students
6. ensuring students are informed about requirements for disclosure of their personal circumstances, or any disability, injury or health condition that may affect the student’s ability to access work or work safely;
7. ensuring that current students and prospective students are appropriately informed through unit outlines, additional unit information, and induction programs of all requirements for the unit (including assessment);
8. ensuring that students are aware of any additional costs associated with undertaking work integrated learning activities;
9. establishing suitable induction and de-briefing programs for students;
10. ensuring that students are informed about the requirements for undertaking work integrated learning (e.g. obtaining a positive notice under the Commission for Children and Young People and Child Guardian Act 2000 (Qld) where necessary);
11. maintaining contact with students on work integrated learning in a workplace, including site visits as appropriate, dealing with any issues and complaints (A/6.1) that might arise
12. providing support services to students, including those for students with a disability, injury or health condition;
13. providing adequate briefing and resources for workplace supervisors;
14. liaising and maintaining contact with the workplace supervisor where students are placed;
15. ensuring that all relevant QUT staff, workplace supervisors and students understand any assessment requirements and the role of each person in the assessment process;
16. monitoring and assessing student progress in consultation with the workplace supervisor and unit coordinator.

b) Workplace supervisor

A workplace supervisor (including clinical facilitators, preceptors) should be assigned to each student engaged in work integrated learning in the workplace, and would normally be responsible for:

1. ensuring that the workplace is safe with a safety management system in place or that appropriate risk assessments and training are conducted;
2. providing adequate work space, access to required equipment, and a safe working environment;
3. providing suitable induction and training, and acting as a role model in introducing students to acceptable professional behavior;
4. ensuring that the student is aware of any workplace policies and procedures, including workplace health and safety requirements and ethical guidelines;
5. providing a positive learning environment with opportunities for varied learning experiences in keeping with the work integrated learning requirements;
6. providing guidance and mentoring;
7. implementing a service plan for a student with a disability, injury or health condition;
8. consulting with QUT regarding any issues with or barriers to the student's performance
9. participating in the assessment of student progress and supplying written assessments of the  student's performance if required.

c) Student

Students undertaking work integrated learning are responsible for:

1. ensuring that they are enrolled in the unit;
2. ensuring that they meet all pre-conditions for the unit (eg special clothing, appropriate certification, attending induction / orientation programs and reading all materials provided);
3. complying with their responsibilities as outlined in the QUT Student Code of conduct (E/2.1);
4. complying with all requirements, policies and procedures of the workplace, such as attendance at the required hours and dress code of the workplace;
5. complying with workplace health and safety requirements;
6. acting according to QUT's ethical guidelines, respecting confidentiality and intellectual property issues in the workplace, and complying with any other relevant workplace or professional ethical guidelines;
7. taking responsibility for their learning by participating fully in the learning process and undertaking all learning opportunities provided;
8. communicating with their workplace supervisors during the work integrated learning activities, and notifying their University supervisor of any problems that arise;
9. notifying the University of any conflict of interest at the proposed workplace;
10. seeking advice regarding disclosure about their personal circumstances, or any disability, injury or health condition. Advice is available at www.disabilityservices.qut.edu.au/
11. attending the workplace as required by the unit outline (attendance requirements may vary and are negotiated with the workplace supervisor);
12. ensuring that they satisfy all assessment requirements for the unit.

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4.4.8 Managing risks associated with work integrated learning

Managing risk associated with work integrated learning is essential and is the responsibility of all stakeholders including staff, students and industry partners. The Workplace Health and Safety Act 2011 (Qld) places duties of care on everyone to ensure the health and safety of themselves and others in the workplace.   While key areas of risk associated with work integrated learning activities are related to health and safety there are other risks factors such as intellectual property and insurance that should be considered.

In accordance with QUT’s intellectual property policy (D/3.1) students personally own intellectual property that they generate. In certain circumstances students may be requested to assign or license their intellectual property, for example where necessary to meet industry partner requirements to be able to proceed with work integrated learning activities. In those circumstances the terms of any assignment or licensing of intellectual property by a student must be agreed with the student.

A student undertaking a QUT approved work integrated learning activity as defined by this policy is covered by QUT's insurance policy. Details of coverage can be found at (http://www.frp.qut.edu.au/services/insurance/).

Details of approaches to managing risks related to work integrated learning are provided in the Protocols for Work Integrated Learning on the Learning and Teaching Unit website.

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Related Documents

MOPP A/6.1 Grievance resolution policy

MOPP A/8.6 Disability services policy

MOPP C/4.2 Curriculum design

MOPP C/4.3 Graduate capabilities

MOPP C/4.5 Units

MOPP C/4.7 Evaluation of courses, units, teaching and student experience

MOPP C/5.1 Assessment policy

MOPP D/3.1 Intellectual property policy

MOPP E/2.1  QUT Student Code of Conduct

MOPP G/6.1 Policy on management of contracts and MOU's

Protocols for Assessment - Learning and Teaching Unit website

Protocols for Work Integrated Learning - Learning and Teaching Unit website

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Modification History

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