C/6.1 Work-integrated learning


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Contact Officer	Dean of Studies, Office of Teaching Quality
Approval Date	03/11/2006
Approval Authority	University Academic Board
Date of Next Review	01/09/2009

6.1.1 Policy
6.1.2 Definitions
6.1.3 Principles of work-integrated learning
6.1.4 QUT classification of work-integrated learning
6.1.5 Roles and responsibilities
6.1.6 Insurance
6.1.7 Requirements and obligations
6.1.8 Learning outcomes and assessment
6.1.9 Quality assurance
Related Documents
Modification History

6.1.1 Policy

Authentic and real-world experiences, in order to facilitate student transition to professional practice, are an integral component of curriculum at QUT and reflect the University's commitment to engaged teaching and learning. Work-integrated learning, which provides opportunities for students to apply theoretical knowledge, develop and consolidate skills, reflect on practice, and develop an understanding of the relevant profession or related sectors is essential to providing real-world experiences. All undergraduate courses are expected to provide the opportunity for students to undertake various forms of work-integrated learning during their course, including work experience in industry / professional workplaces, at least as an elective. Work-integrated learning opportunities are expected to build mutually beneficial and long term outcomes for the student, the University and the participating industry / professional workplaces or community/ies.

This policy covers all work-integrated learning which forms a formal component of a course.

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6.1.2 Definitions

Assessment is " authentic " if it simulates as closely as practicable professional or workplace practice.

" Community-based learning " refers to learning which occurs when students are doing pro-bono service work for a community organisation as part of their formal coursework.

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6.1.3 Principles of work-integrated learning

Work-integrated learning exposes students to the complexity and context of professional practice and can occur:

on campus through structured authentic activities and assessment derived from specific learning objectives in units;
in simulated workplace settings on campus;
as work experience in the industry / professional workplace; or
as a community-based learning activity which will normally involve some work off campus.

Work-integrated learning activities may include:

work experience in industry (eg field placement, practicum, professional practice, community-based learning or internship);
project or 'capstone' activities;
schemes and events; or
simulated work environment (eg mock pharmacy, moot court, in-house production, simulated stock exchange or other as deemed appropriate through normal faculty approval processes).

In undertaking work-integrated learning, students:

apply and refine their current knowledge and skills, and learn new knowledge and skills;
apply, reflect on and critique their experience as part of assessment; and
are normally coached or mentored by industry staff in the workplace.

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6.1.4 QUT classification of work-integrated learning

QUT considers work experience in industry (work placement) or community-based learning to be work-integrated learning and covered by this policy where the faculty or school provides learning support to the student during the learning activity. In this case, the work-integrated learning must form part of a formal component of a course (ie part or all of a formal unit with credit points and assessment attached). QUT's work-integrated learning units comply with HESA classifications.

Learning support for work experience in industry includes the following:

interaction with the student which may include site visits;

organisation of student placements;

ongoing monitoring of student work and progress; and

assessment of student learning and performance during the learning activity.

Any instances of student work experience in industry, where the faculty does not provide for learning performance to be supported, are not covered by this policy and will not be eligible for course credit.

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6.1.5 Roles and responsibilities

This section describes the roles and responsibilities of staff and students when the work-integrated learning occurs in an off-campus workplace.

(a) University

The University, through the head of school, executive dean of faculty, unit coordinator, work placement coordinator, and/or academic supervisor, is responsible for:

ensuring students are appropriately informed of all requirements for the unit including assessment, through unit outlines, Week One unit information, and induction programs;
ensuring students are aware of any additional costs associated with undertaking work placements;
establishing suitable induction and de-briefing programs for students;
establishing appropriate policies and procedures and quality assurance mechanisms;
ensuring work placement sites provide suitable learning opportunities for students;
providing adequate briefing, training, and resources for on-site supervisors;
ensuring appropriate resourcing for work-integrated learning units;
maintaining contact with work placement sites where students are placed;
maintaining contact with students on work placements and dealing with any issues that might arise;
ensuring students are informed about the requirement to obtain a positive notice under the Commission for Children and Young People and Child Guardian Act 2000 (Qld), where necessary;
ensuring that all relevant QUT staff, workplace supervisors, and the students understand the assessment requirements and the role of each person in the assessment process.

(b) Academic advisor

An academic advisor should be assigned to each student, and is responsible for:

participating in induction and debriefing programs as required;
liaising with the on-site supervisor;
maintaining contact with students on work placements, including site visits as appropriate;
consulting with the unit coordinator on areas of concern;
undertaking assessment of student progress in consultation with the on-site supervisor.

(c) On-site supervisor

An on-site supervisor should be assigned to each student, and would normally be responsible for:

providing a positive learning environment with opportunities for varied learning experiences in keeping with the placement requirements;
providing suitable induction and training, and acting as a role model in introducing students to acceptable professional behaviour;
providing adequate work space, access to required equipment, and a safe working environment;
ensuring the student is aware of any on-site policies and procedures, including health and safety requirements and ethical guidelines;
providing guidance and mentoring;
consulting with QUT regarding the student's performance;
participating in the evaluation of student progress and supplying written assessments of the student's performance as required.

(d) Students

Students undertaking a work-integrated learning unit are responsible for:

ensuring they meet all pre-conditions for the unit (eg special clothing, appropriate certification, attending induction / orientation programs and reading all materials provided);
ensuring they are enrolled in the unit;
complying with their responsibilities as outlined in the QUT Student Charter ( E/2.2 )
complying with all requirements, policies and procedures of the workplace, including attending at the required hours and dressing appropriately for the workplace;
complying with health and safety requirements;
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;
taking responsibility for their learning by participating fully in the learning process and undertaking all learning opportunities provided;
communicating with supervisors during the work placement, and notifying the University academic supervisor of any problems that arise;
notifying the University of any conflict of interest at the proposed workplace;
advising the University and/or workplace of any disability or medical situation that might affect the student ? s work;
attending at the work place as required by the unit outline.

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6.1.6 Insurance

A student undertaking work-integrated learning as defined by this policy is covered by QUT's Personal Accident, Public Liability and Professional Indemnity Insurance provided they are enrolled in the unit.

Students are also covered by QUT's (limited) Personal Accident insurance policy whilst on campus and/or engaged in campus /course/sport related activities and/or practical or community placement activities related to their course of study.

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6.1.7 Requirements and obligations

a) Workplace requirements

Where there are specific workplace requirements that a student must meet before entering the workplace, these requirements must be a pre-condition for entry to the unit (and shown as such on the unit outline). Students must also be made aware of these requirements through course information if the work-integrated learning is necessary for the successful completion of the course. Such requirements, including the time taken to meet them, might mean the student having to:

obtain a driver's licence, first aid certificate or blue card (Working with Children Check);
provide documentary evidence of immunisation; or
complete an orientation package.

Where a work-integrated learning unit is a designated unit ( E/6.7.4 ) this must be clearly stated in the materials and information provided to students at the commencement of the course.

b) Working with children

All students who will be working with children or young people during their work placement must be made aware of the requirement to be in possession of a current blue card (the Working with Children Check) before they begin their placement. This requirement must be included in course documentation. Students must also be advised of the likely time frame between lodgement of the application and receipt of the blue card.

Information on obtaining a blue card is available on the Student Business Services web site. Applications for a blue card can be lodged at any QUT Student Centre.

c) Student induction

All students must be provided with appropriate training before they enter the workplace. This should include:

the rights and responsibilities of the student (see E/2.2 and Appendix 10(d) ), the workplace and the University;
the University's ethics requirements; and
any relevant workplace or professional codes of ethics.

d) Conflict of interest

Students should not normally be placed in a workplace where there is a possible conflict of interest (eg where a family member might be responsible for supervising and assessing a student, or in a field placement in a school where the student might be responsible for teaching and assessing a family member). Students are responsible for informing the faculty if such a situation arises. Faculties are responsible for ensuring that processes are in place to deal with such situations.

e) At risk situations

The University should have procedures in place for dealing with any at risk situations. Such situations might include:

where the University has reasonable grounds to believe the student's performance at a particular workplace will be detrimental to the workplace, customers, and/or other members of the public, the student, and the University;
where the student has been identified as being at risk of failing the unit;
where the student has indicated problems with the workplace or the on-site supervisor.

f) Agreements

Any formal agreement made between QUT and a workplace should adhere to QUT's policy for management of contracts and memoranda of understanding (G/6.1).

g) Sound engagement principles

Staff seeking to identify and establish work-integrated learning opportunities are expected to consider and apply sound engagement principles and practices, particularly to seek mutually beneficial and long term outcomes for both the University and the collaborating communities.

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6.1.8 Learning outcomes and assessment

Work-integrated learning units should be designed so that the learning experiences are integrated within the course and relevant to the learning outcomes of the overall course. Work-integrated learning should form a structured learning activity that:

enables the student to apply theoretical knowledge to practical, workplace related issues/needs, further developing skills and knowledge that is related to the industry and applicable to other work places;
encourages reflective practice;
allows the student's skills, knowledge and values to be broadened and become context related; and
allows the student to be socialised into the workplace.

Work-integrated learning may be incorporated throughout the course, but a particular emphasis is likely to be in the latter stages of the course to facilitate the transition from student to professional. Work-integrated learning opportunities might form a suite of activities throughout the course, commencing with opportunities to observe professional environments, and developing through to final year internships as 'capstone' experiences where the student has an opportunity to work unsupervised.

All units should have a clearly defined set of objectives which take into account QUT graduate capabilities ( C/1.4 ). Students should be encouraged to make use of the electronic portfolio ( F/1.6 ) for reflecting, recording, and presenting the skills and capabilities gained during work-integrated learning.

Students in work-integrated learning units should be assessed according to QUT's assessment policy for work-integrated learning ( C/9.1.11 ).

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6.1.9 Quality assurance

All work-integrated learning that constitutes a formal component of a course should comply with QUT's policies for quality assurance of courses and units, including the following:

the purpose and processes of work-integrated learning, including expected learning outcomes and assessment practices, should be clearly documented through the unit outline and Week One unit information;
all stakeholders involved should understand their roles and responsibilities;
QUT's policy on evaluation of courses, units, teaching and student experience ( C/7.7 ) would normally be applied to all work-integrated learning;
opportunities for improvement should be identified and operationalised through a variety of mechanisms including student evaluations and survey instruments, and feedback on improvements should be provided to students.

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Modification History

Date	Sections	Source	Details
03.11.06	All	Chair, University Academic Board	New policy (endorsed by University Academic Board 18.08.06 and Teaching and Learning Committee 01.08.06); re-named to " Work-integrated learning " - formerly " Workplace learning " ; deleted former policy C/6.2 Cooperative education programs - now included in policy C/6.1 as " optional work-integrated learning programs "
11.03.05	All	University Academic Board	Approved definition of workplace learning, pending development of new workplace learning policy (endorsed by Teaching and Learning Committee 01.03.05)

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