Abstract:

It is known that “a challenge for academic practitioners who deliver work-integrated learning (WIL) is finding ways to evaluate learning communities that support an inclusive study experience”[6]. In this paper, the authors seek to contribute to the academic community by discussing challenges and sharing good practices from three institutions across three countries and continents – the UK, Canada and New Zealand – to encourage strong learning communities.

WIL schemes provide learners with an opportunity to gain valuable work experience while they learn. Although some WIL initiatives require a short-term engagement with an employer for work experience, others require long-term and long hours of work experience [1]. Degree apprenticeships in the UK, also called Integrated Programs in Canada [2], require 80% on-the-job (time spent with an employer to perform the work employed to do) and 20% off-the-job (time spent on the learner’s day-to-day work duties)[3]. In New Zealand, the work-study balance is individually tailored to meet the needs of the company and the students. Students enter the apprenticeship programme with a two-year full-time diploma, and this is followed by a two-year degree apprenticeship, with 60% of the curriculum comprising work-based learning and 40% online learning.

Evidence shows that learner outcomes are strongly correlated to their engagement [4]; to improve student outcomes, their engagement must improve. Learning community engagement is also positively and significantly correlated to student engagement [5]. WILs with long working hours tend to limit the time learners spend in learning communities. In degree apprenticeships in the UK, practitioners find it a challenge to implement learning communities that support an inclusive learning experience [6]. This is unsurprising when WIL learners usually split their time between working and learning. The question then becomes, how can institutions implement effective interventions to encourage a strong learning community for WILs? The authors intend to share practices and guidelines that address this concern.

References:
[1] CEWIL Canada, “What is Work-Integrated Learning (WIL)?” Accessed: Jan. 16, 2024. [Online]. Available: https://cewilcanada.ca/CEWIL/CEWIL/About-Us/Work-Integrated-Learning.aspx
[2] H. Liddle, “Pioneering program at York has students working full-time,” News. Accessed: Jan. 25, 2024. [Online]. Available: https://www.universityaffairs.ca/news/news-article/pioneering-program-at-york-has-students-working-full-time/
[3] IfATE, “Training: Raising the Standards.” Accessed: Jan. 16, 2024. [Online]. Available: https://www.instituteforapprenticeships.org/raising-the-standard-best-practice-guidance/training-raising-the-standards/
[4] K. Mcclenney, C. N. Marti, and C. Adkins, “Student Engagement and Student Outcomes: Key Findings from CCSSE Validation Research”, Accessed: Jan. 16, 2024. [Online]. Available: www.ccsse.org/publications/publications.cfm.
[5] G. R. Pike, G. D. Kuh, and A. C. McCormick, “An Investigation of the Contingent Relationships Between Learning Community Participation and Student Engagement,” Res High Educ, vol. 52, no. 3, pp. 300–322, May 2011, doi: 10.1007/s11162-010-9192-1.
[6] P. M. Nottingham and Y. Mao, “Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement,” Higher Education, Skills and Work-Based Learning, vol. 13, no. 5, pp. 1009–1022, Oct. 2023, doi: 10.1108/HESWBL-02-2023-0041

Keywords:

Work-Integrated Learning, Learning Communities, University.