A Unique Approach to Work-Integrated Learning: Meeting Industry, Student and Educator Needs through Academic and Experiential Elements

AbstractWork-integrated learning (WIL) is an increasingly important component of tertiary education courses. This paper presents an action-based research project describing a concurrent industry placement and formal education WIL model that integrates three components - experiential learning, academic learning and mentoring - to deliver graduate attributes identified in the graduate profile. Qualitative data was drawn from students' reflective learning journals, students' workplace assessment reports, employers' industry placement evaluations, and interviews with Kenvale College staff who mentor students. This WIL model was found to be effective, as it enhanced students' learning experience and facilitated the graduate employability skills through a formalised reflective practice. The reflective process provided students with learning goals, progressive reflection, assessment and evaluation.Keywordswork-integrated learning, industry placement, experiential learning, reflective learning journalsIntroductionIncreasingly both the vocational and higher education sectors are placing greater emphasis on work-based learning to integrate competencies and theory with practical work experience. It is in this context that work-based learning is seen to enhance the learning experience of students (Busby, Brunt, & Baber, 1997) and facilitate educators and trainers to keep abreast of industry trends and development (Zopiatis, 2007). This paper is an action research case study examining workintegrated learning (WIL) in a hospitality education context. The education provider, Kenvale College, offers a unique WIL setting of concurrent work and study throughout the duration of each course. This type of WIL is distinct from "block release" industry work, and provides both an academic and experiential component concurrently in each semester of study.The academic literature provides many examples and research on work-integrated learning in the form of internships: shortterm practical work (Aggett & Busby, 2011; Zopiatis, 2007); sandwich or block placements (Busby et al., 1997; Walmsley, Thomas, & Jameson, 2006) or work experience, practicum or cooperative education (Martin, Fleming, Ferkins, Wierma, & Coll, 2010; Waryszack, 1999), but the literature does not address the type of WIL apparent in the concurrent model that Kenvale College offers.Problems associated with the implementation of WIL include: lack of clarity in expectations and goals from students, industry and education providers (Mulcahy, 1999; Zopiatis, 2007); various levels of commitment, resources and perceptions from all three stakeholders involved (Patrick et al., 2008; Zopiatis, 2007); the possibility of non-meaningful work provided by industry (Chao, 2006; Lam & Chung, 2006; Walmsley et al., 2006); stress-related situations for students (Jogaratnam & Buchanan, 2004) and a range of pedagogical issues associated with WIL (Collins, 2001; Fleming, Martin, Hughes, & Zinn, 2009; Martin et al., 2010; Martin, Rees, Edwards, & Levina, 2012). The case study being presented in this paper will address most of these problems.Study ContextKenvale College is a registered training organisation (RTO) and a founding member of The Australian Association of Hotel Schools (AAHS). Established in 1971, Kenvale College (the College) is Australia's first private hospitality college. It is a non-profit institution targeting mainly domestic students, international students being only approximately five per cent of the student cohort. Its underlying ethos is a holistic approach to education.Since its foundation, the College has offered a concurrent model of work industry placement which has delivered a 100 per cent graduate employment record. This achievement has been made possible by the College's positioning context: small student intake, a personalised approach to education, an active mentoring system, and its geographical location in Sydney which provides easy access to a range of hospitality industry organisations. …