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C/6.1 Work-integrated learning |
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6.1.1 Policy 6.1.1 PolicyAuthentic 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. 6.1.2 DefinitionsAssessment 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. 6.1.3 Principles of work-integrated learningWork-integrated learning exposes students to the complexity and context of professional practice and can occur:
Work-integrated learning activities may include:
In undertaking work-integrated learning, students:
6.1.4 QUT classification of work-integrated learningQUT 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: 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. 6.1.5 Roles and responsibilitiesThis 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:
(b) Academic advisor An academic advisor should be assigned to each student, and is responsible for:
(c) On-site supervisor An on-site supervisor should be assigned to each student, and would normally be responsible for:
(d) Students Students undertaking a work-integrated learning unit are responsible for:
6.1.6 InsuranceA 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. 6.1.7 Requirements and obligationsa) 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:
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:
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:
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. 6.1.8 Learning outcomes and assessmentWork-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:
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 ). 6.1.9 Quality assuranceAll 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:
Related DocumentsMOPP C/1.4 Graduate capabilities MOPP C/7.7 Evaluation of courses, units, teaching and student experience MOPP C/7.10 Unit outlines MOPP C/9.1 Assessment policy MOPP E/2.2 Student Charter MOPP Appendix 10 (d) Unit outlines MOPP G/6.1 Policy on management of contracts and MOU's Guidelines on Assessment of Workplace Learning - Office of Teaching Quality website Modification History
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