Work integrated learning and the humanities: possibilities and future directions

Abstract

In 2008, in response to government, industry and community demand, Australia completed its first large scale scoping study of Work Integrated Learning (WIL) curriculum in contemporary Australian higher education. The aim of the WIL project was to document and scope current WIL practices nationally, and identify ways to improve the educational experience of students, in order to produce more industry focused, work ready graduates (Patrick et al., 2008). The project, which was government funded and included 37 of Australia's 39 universities, found that all of those who participated in the study saw real value in adopting a more industry focused curricula, however, it also revealed that many were still grappling with selecting from the range of options available, and finding the most appropriate way of integrating them into courses. Traditional disciplines such as nursing, medicine, education and engineering have always had an embedded work integrated learning component in their curriculum, usually in the form of industry placements, but many disciplines, in non-traditional areas such as the liberal arts, were new to this concept of WIL and unsure of how to customise programs to meet the needs of their particular discipline. To address this issue, a series of narratives or vignettes were developed and compiled to provide insight into not only to the diverse range of pedagogical practices in the area, but also offer practical advice on how to establish, develop and manage programs in an innovative and sustainable way. This paper analyses more closely the Australian research on embedding WIL in non-traditional areas and highlights a number of key vignettes that offer significant insights into possible future directions for the Humanities as they come to terms with this challenge.