Industry-based learning (IBL), work-based learning (WBL) and work-integrated learning (WIL):
university programs that bring together universities and work organisations to create new learning opportunities for students in workplaces. Provide students with professional and context-based, experiential learning opportunities
At RMIT WIL includes co-operative education (Co-op), practicum, internships, industry-based projects, simulated work activities
RMIT WIL Policy
Who was Involved
Academic Development Unit; Schools of Accounting & Law; & Business Information Technology
Scope of Investigation
Undergraduate programs across discipline schools in the College of Business; 6-12 month placement
Literature reviews; document analysis of course guides; student, academic and industry questionnaires; academic focus groups
The key feature of a WIL experience in RMIT programs is assessed professional or vocational work in a work context in which feedback from clients and others from industry and community is integral to the experience.
Can be simulated.
This 'learning by doing' critically involves the experience and assessment of ‘doing’ in a context which reflects a realistic work situation along with work relevant interactions
All RMIT programs shall set a goal of integrating effective WIL activities, particularly the WIL assessments of Principle 1 above, through the curriculum of the program as a whole, as part of all students’ experiences.
By 2010: All advanced diplomas and associate degrees shall have at least one core course where WIL activities of Principle 1 above are the predominant assessments; all higher education bachelor awards will have one or more core courses totalling at least 24 credit points of WIL; and all graduate diploma and master by coursework awards will have one or more core courses totalling at least 12 credit points of WIL
The Action Learning Cycle. An action learning model encourages the learner, the organisation and the program facilitators to reflect, review, and modify assumptions and actions ( Garratt, 1997; Weinstein, 1999)
4 . Recognising the complexity of workplace learning
Influenced by a highly complex set of variables loosely grouped across three overlapping dimensions: the contextual dimension, the social dimension and the learning dimension (Smith & Smith-Sadler, 2006).