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dc.contributor.authorDunn, Louise
dc.contributor.authorNicholson, Rosemary
dc.contributor.authorRoss, Kirstin
dc.contributor.authorBricknell, Lisa
dc.contributor.authorDavies, Belinda
dc.contributor.authorHannelly, Toni
dc.contributor.authorLampard, Jane-Louise
dc.contributor.authorMurray, Zoe
dc.contributor.authorOosthuizen, Jacques
dc.contributor.authorRoiko, Anne
dc.contributor.authorWood, James
dc.date.accessioned2019-08-01T03:52:42Z
dc.date.available2019-08-01T03:52:42Z
dc.date.issued2018
dc.identifier.issn1175-2882
dc.identifier.urihttp://hdl.handle.net/10072/382760
dc.description.abstractThe introduction of a new work-integrated learning (WIL) policy for university environmental health education programs seeking professional accreditation identified a number of problems. This included how to evaluate the acceptability of differing approaches to WIL for course accreditation purposes and a need to develop an agreed understanding of what constitutes WIL in environmental health. This paper describes a Participatory Action Research (PAR) approach undertaken as an initial step towards addressing these problems. The key recommendation from this research is the need to develop a framework to evaluate approaches to WIL in environmental health. In such a framework, it is argued that a shift in focus from a specified period of time students are engaged in WIL, to greater consideration of the essential pedagogical features of the WIL activity is required. Additionally, input from all stakeholder groups, universities, students, employers and the professional body, is required.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherNew Zealand Association for Cooperative Education
dc.publisher.urihttps://www.ijwil.org
dc.relation.ispartofpagefrom111
dc.relation.ispartofpageto127
dc.relation.ispartofissue2
dc.relation.ispartofjournalInternational Journal of Work-Integrated Learning
dc.relation.ispartofvolume19
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.titleWork-integrated learning and professional accreditation policies: An environmental health higher education perspective
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2018 New Zealand Association for Cooperative Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorRoiko, Anne H.
gro.griffith.authorMurray, Zoe K.


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