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dc.contributor.authorSmith, Calvinen_US
dc.date.accessioned2017-05-03T15:14:39Z
dc.date.available2017-05-03T15:14:39Z
dc.date.issued2012en_US
dc.date.modified2014-08-28T05:08:35Z
dc.identifier.issn07294360en_US
dc.identifier.doi10.1080/07294360.2011.558072en_US
dc.identifier.urihttp://hdl.handle.net/10072/45402
dc.description.abstractThere are many different forms that work-integrated learning (WIL) takes and variants go by a range of different names. Based on current literature, key dimensions, shared by the various and disparate forms of WIL curricula, were identified and operationalised in a measurement model. The key dimensions identified were: authenticity, integrated learning supports (both at university and the workplace), alignment (of teaching and learning activities and assessments with integrative learning outcomes), supervisor access and induction/preparation processes. It is suggested that variations in the way that WIL courses or subjects are designed within these dimensions are the basis for different expressions of the quality of such courses. A latent construct measurement model was developed and validated with a sample of Australian and UK students. This paper presents the model and discusses the results of the validation study. It is proposed that the measures validated in this study will be useful for evaluating a wide variety of WIL curricula.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent312753 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom247en_US
dc.relation.ispartofpageto262en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalHigher Education Research & Developmenten_US
dc.relation.ispartofvolume31en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleEvaluating the quality of work-integrated learning curricula: a comprehensive frameworken_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.rights.copyrightCopyright 2011 Taylor & Francis. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal link for access to the definitive, published version.en_US
gro.date.issued2012
gro.hasfulltextFull Text


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