Quality Evaluation Guidelines for Work-Integrated Learning in New Zealand Universities
This document aims to provide guidelines for evaluating the quality of work-integrated learning (WIL) practice in New Zealand Universities. WIL is practiced differently depending on the disciplinary and institutional context, yet the underlying principles and practice should be consistent. Using evidence, alongside these guidelines, it is anticipated that universities (whether at a programme, department, school, or faculty/division level) can evaluate their activities in relation to these guidelines, contributing to an ongoing cycle of quality improvement. The guidelines have been adapted from the Australian Collaborative Education Network (ACEN) quality framework (2019) and focus on three key areas: strategic, curriculum, and standards of practice.
1. Strategic
☐ University has strategic goals/key-outcomes and policies for WIL.
☐ Supportive leadership, staffing, and resources are provided for WIL.
☐ Partnerships with host organisations are developed, monitored, and sustained.
☐ Effective IT and administrative systems are in place across the university.
2. Curriculum
☐ WIL is embedded as an intentional part of programme curriculum.
☐ WIL programme/pedagogy is deliberately structured.
- The learning elements (learning outcomes, student assessments, learning plans/agreements) are clearly defined.
- Structured reflection activities are embedded to integrate theory and practice.
- Opportunities for authentic (real-world practices) work/learning experiences are promoted.
- Authentic assessment practices of student learning are included.
☐ Professional registration/accreditation or discipline employability development requirements are met.
☐ Curriculum design enables inclusive, equitable, and accessible experiences.
☐ Regular evaluation of the WIL programme is undertaken involving all stakeholders.
3. Standards of Practice
☐ Appropriate standard of practice by the student, host organisation, and university (Table 1).
TABLE 1: Standards of practice for students, host organisations, and universities
| Student | Host organisation | University | |
| 1. Pre placement | ☐ Student is appropriately prepared for learning in the workplace. ☐ Student responsibilities and requirements are documented. ☐ Student learning goals are identified. ☐ WIL experiences are negotiated and aligned to curriculum and graduate profile. ☐ Learning/contractual agreement is negotiated and signed. |
☐ Host organization is prepared for taking on a WIL student. ☐ Host organisation responsibilities and requirements are documented. ☐ WIL activities within the host organization are suitable for student learning and aligned with curriculum. ☐ Contractual agreement is negotiated and signed. |
☐Resources are developed and available for preparing the student and host organization. ☐ Processes for assessing suitability of the host organization and WIL opportunity are rigorous, including health, safety, and risk. ☐ Processes for identifying and managing risks and reporting incidents are documented. ☐ Contractual agreement is negotiated and signed. |
| 2. During placement | ☐ Student experiences are safe and supported. ☐ Student reflects upon their learning experiences. ☐ Student completes appropriate assessment tasks to demonstrate learning. |
☐ Health and safety processes and procedures are followed. ☐ Student provided with authentic, meaningful, and relevant activities. ☐ Activities include opportunities to extend learning with relevant challenges. ☐ Student supervision provides support, guidance and regular feedback. |
☐ Student learning progress is monitored and supported. ☐ Appropriate student pastoral care checks occur. ☐ Support and guidance is provided for the host organization. |
| 3. Post placement | ☐ Student receives feedback on learning achieved and areas for future development. ☐ Student provides feedback on their progress towards their learning goals. ☐ Student provides feedback on the WIL experience. |
☐ Feedback is provided to student. ☐ Feedback is provided to university. ☐ Maintaining ongoing communication/relationship with university. |
☐ Institution collects feedback from student and host organisation on the WIL experience. ☐ Maintaining ongoing relationship management and engagement with |
References:
Campbell, M., Russell, L., McAllister, L., Smith., L., Tunny, R., Thomson, K., Barrett, M. (2019). A framework to support assurance of institution-wide quality in work-integrated learning. Australian Collaborative Education Network.
Lowe, S., & Hay, K., (2016). Good practice in international placements: Ideas for students and tertiary staff. Ako Aoteroa. https://ako.ac.nz/knowledge-centre/good-practice-in-international-placements/good-practice-in-international-placements-ideas-for-students-and-tertiary-staff/
Martin, A. J., & Hughes, H. (2011). How to make the most of work-integrated learning: For academic supervisors. Ako Aotearoa.
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McRae,N., Pretti, T.J., Church, D (2017) . Work-integrated Learning Quality Framework. https://uwaterloo.ca/centre-advancement-co-operative-education/sites/ca.centre-advancement-co-operative-education/files/uploads/files/wil_quality_framework_-_aaa_-_for_posting.pdf
Sachs, J., Rowe, A. D., & Wilson, M. (2017). Good practice report – WIL. Report undertaken for the Office of Learning and Teaching. https://ltr.edu.au/resources/WIL_Report.pdf
Stirling, A., Kerr, G., Banwell, J., MacPherson, A., & Heron, A. (2016). A practical guide for work-integrated learning. Higher Education Quality Council of Ontario.
Orrell, J. (2011). Good practice report: Work-integrated learning. Australian Leaning and Teaching Council. https://ltr.edu.au/resources/GPR_Work_Integrated_Learning_Orrell_2011.pdf
Wilson, J., Flynn, S., Loescher, A., Ward, T., & Siva-Jothy, D. (2013). ASET good practise guide for work-based and placement learning in higher education. ASET.
Winberg, C., Engel-Hills, P., Garraway, J., & Jacobs, C. (2011). Work-integrated learning: Good practice guide. Council on Higher Education.