Telling your story of work-integrated learning

a holistic approach to program evaluation

Anna D. Rowe*, Cherie Nay, Kate Lloyd, Nicola Myton, Niree Kraushaar

*Corresponding author for this work

    Research output: Contribution to journalArticle

    2 Citations (Scopus)

    Abstract

    Universities are increasingly investing in work-integrated learning (WIL) as a mechanism by which to enhance graduate employability. However, with such investment comes more pressure to demonstrate impact. Program evaluation can be undertaken for a diverse range of purposes including quality assurance, program improvement and accountability. Many evaluations in WIL have focused on measuring the impact of discrete models or cohorts on student outcomes, with less attention to partner and community impact. The complex nature of WIL, such as the involvement of multiple stakeholders, diverse models and delivery modes, means that a holistic approach may be more appropriate, measuring outcomes for multiple stakeholders, as well as program processes. This paper will discuss some of the opportunities, challenges and tensions associated with program evaluation in WIL, drawing on a case study of one Australian university, which implemented the evaluation of a university-wide WIL initiative. Implications for practice and research are discussed.

    Original languageEnglish
    Pages (from-to)273-285
    Number of pages13
    JournalInternational Journal of Work-Integrated Learning
    Volume19
    Issue number3
    Publication statusPublished - 2018

    Keywords

    • Assessment
    • Impact
    • Outcomes
    • Program evaluation
    • Quality
    • Work-integrated learning

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