Question:
Annotated Bibliography (20%) Individual Assessment
Due: 11 October 2016 @ 4pm
Length: 1000 words
Chicago referencing style
Learning Outcomes: 2 & 5
Research topic: Should work integrated learning (WIL) be a requirement of all
undergraduate business degrees?
“Integrating study and work experience in a systematic way is not new to university
experience. The professions have long forged close links between the tertiary education
process and the workplace, and other areas have followed suit. There is compelling
evidence, however, of an even wider unmet need for generally trained, flexible graduates
with relevant experience and enhanced work readiness.” (Universities Australia 2014).
To ensure universities are producing work ready graduates many universities, including
Murdoch University, are increasing their work integrated learning (WIL) programs, to assist
students to gain the experience that they need to enhance work readiness.
You are required to produce an annotated bibliography of 1000 words that address the
research topic: Should work integrated learning (WIL) be a requirement of an undergraduate
business degree?
An annotated bibliography provides a brief explanation of the best available research on a
given research topic the annotation contains a brief summary of content and a short analysis
or evaluation of the research article.
You must use Chicago referencing style for details see:
http://libguides.murdoch.edu.au/c.php?g=246210&p=1640120
For the annotated bibliography, use five (5) peer reviewed academic journal articles including
the two (2) referenced below. You must find three other recent (since 2010) peer reviewed
academic journal articles that address the research topic: Should work integrated learning
(WIL) be a requirement of an undergraduate business degree? Prepare an annotation of
each article with the goal of informing the reader as to the content, relevance, type of
research and quality of the research (about 250 words for each article).
You must annotate five journal articles including the following two:
Jackson, Denise. 2015. “Employability skill development in work-integrated learning: Barriers
and best practice.” Studies in Higher Education 40 (2): 350-367. doi:
10.1080/03075079.2013.842221.
Murdoch University 15
Wilton, Nick. 2011. “The impact of work placements on skills development and career
outcomes for business management graduates.” Studies in Higher Education 37 (5):
603-620. doi:10.1080/03075079.2010.532548.
+3 recent (2010+) peer reviewed journal articles that you find, that are related to the
research topic – Should work integrated learning (WIL) be a requirement of all undergraduate
business degrees?
Answer:
Introduction
Work integrated learning (WIL), is an effective studying program that incorporated among the universities results to be advantageous for the students, authorities as well as the universities. The advantages that WIL imparts to the universities will boost the employability skills of the students, which in turn will pay off in their investments in education that they obtained. The WIL program trends are becoming more and more popular day by day. In few of the undergraduate courses, the WIL are more significant than the other courses. This assignment will highlight the findings and the issues of the WIL program that are faced while fulfilling the requirements of the undergraduate business degrees. This essay highlights the scholarly articles and the findings in these articles on the issues of the WIL program. The type of the WIL program that needs to be undertaken by the various universities with regards to the functionalities in the business programs are also highlighted in this assignment.
Jackson, Denise. “Employability skill development in work-integrated learning: Barriers and best practice.” Studies in Higher Education 40, no. 2 (2015): 350-367.
As mentioned by Jackson (2015), the WIL programs have a crucial role to play in the various undergraduate courses[1]. The employability skills of the students are enhanced and their competencies are improved to perform efficiently at work. Moreover, the author also mentions that assessment of the WIL programs have a great significance in the enhancement of the ability that would make them even more employable[2]. The students are able to gain vital skills, to make them better employable. The scholars have highlighted that the various practices that could be adopted in the classroom, such that the placement activities would be even more smooth. Thus, the WIL program results in the enhancement of the soft skills of the students, as well as the skills that are essential to be successfully employed in any business organization. the authors have focused on the various skills that the students have developed while undertaking the WIL programs[3]. This is done by surveying 131 undergraduate in various disciplines of the Australian university. The survey results highlighted the facts that the WIL programs serves as a formal on-campus study and preparation of the students for being successfully employable. The survey analysis anticipated the performances of the students at various stages of the undergraduate degree. Moreover, the result as highlighted by the author highlights the facts that the learners preferred the WIL programs, since they have experienced enhancements in their skills. The students from the various disciplines of study have benefitted from the on job training, coaching as well as mentoring.
Wilton, Nick. “The impact of work placements on skills development and career outcomes for business and management graduates.” Studies in Higher Education 37, no. 5 (2012): 603-620.
According to Wilton (2012), the wisdom that is gained by the completion of the work placement is an important part of the undergraduate degree course program. The various aspects of WIL program that are beneficial for the undergraduate students include the enhancement of the soft skills as well as the skills that are essential for being employed successfully[4]. As highlighted by the author, one of the major benefits of the WIL program is that the placement of the work has contributed in a positive manner on the progression of skills, required for employment. The second aspect that has been highlighted includes that the placement that is provided by the WIL programs initiates a positive start for the careers of the undergraduates. The qualitative assessments highlights the usefulness of the work placement as well suggests ways to simplify the complex relations between the work placements and the labour market[5]. The graduates while they enter the labour market feel the need for the development of the generic employability skills that helps them to work even more smoothly in the market. The incorporation of the interpersonal skills are essential and has to be enhanced using the WIL programs.
Abeysekera, Indra. “Issues relating to designing a Work-Integrated Learning (WIL) program in an undergraduate accounting degree program and its implications for the curriculum.” Asia-Pacific Journal of Cooperative Education 7, no. 1 (2006).
As mentioned by Abeysekera (2015), the undergraduate students highlighted the education as an investment that they have made for the graduation period. The author has highlighted the fact that WIL programs offer the students the opportunities such that they could avail the best of the employment opportunities provided to them. This could be successfully accomplished by the means of the enrichment on the brands[6]. The universities that have taken up the WIL programs are successful in marketing their courses thus attracting more and more students every year. The authors have also highlighted how the WIL plan, the tasks as well as the information related to it are inter-related to each other[7]. In this article, the author has described WIL program in two terms, the learning experiences as well as the work based learning.
Daniel, Ryan, and Mandy Shircore. “Transitioning undergraduate students from law, business, and creative arts towards work integrated learning capstone experiences.” In 2012 Australian Collaborative Education Network National Conference, p. 56. 2012.
According to the author Daniel (2012), the diversity that the WIL program presents are useful for the enhancement of the employability skills of the undergraduate students. The WIL activities that are closely associated with the various undergraduate degree courses, have adopted the integration of the theories[8]. The author has highlighted the fact that the systematic design of the curriculum needs to be acknowledged such that the WIL programs could be designed to maximise the benefits. The author has highlighted the various types of the WIL programs that are effective for the enhancement of the skills of the students[9]. The study indicates that the design of the WIL program determines the success of the program. If the design is made to enhance the various skills and interpersonal communication of the students, then the WIL program will be effective for the student. The success of the WIL programs lies in the success of the enhancements of the skills of the students. If the students find themselves employable, with enhancement of the qualities like communication, confidence, diligent work, punctuality, then the WIL programs are effective enough.
Seethamraju, Ravi. “Work Integrated Learning (Wil) Through A Field Project–A Study Of Design, Delivery & Challenges.” Work 7 (2012): 15-2012.
Seethamraju (2012) has carried out in dept research regarding the WIL programs and how these programs could be incorporated in the lives of the students as well as business programs. The WIL programs are well-known for assisting in the improvement of the college students as well as the under-graduate students. The author also highlighted the fact that the WIL plan design is one of the deciding factors for the success of the WIL programs[10]. The research was successfully completed with a thorough questionnaire feedback taken from the learners as well as the employees. The results highlighted by the author mentions that the WIL programs play an essential role in the workplace as well as in the understanding of the business organizational goals that are to be achieved[11]. The employees have also perceived the various benefits of the WIL programs in the universities, since the students who have undergone the WIL programs exhibit better performances in the workplace. The various challenges that have been identified has also been mentioned by the author.
Conclusion
The WIL program is an effective academic program that has to be incorporated in various universities such that the students could prepare themselves effectively for being employable in the corporate world.
Bibliography
Abeysekera, Indra. “Issues relating to designing a Work-Integrated Learning (WIL) program in an undergraduate accounting degree program and its implications for the curriculum.” Asia-Pacific Journal of Cooperative Education 7, no. 1 (2006).
Daniel, Ryan, and Mandy Shircore. “Transitioning undergraduate students from law, business, and creative arts towards work integrated learning capstone experiences.” In 2012 Australian Collaborative Education Network National Conference, p. 56. 2012.
Fink, L. Dee. Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons, 2013.
Jackson, Denise. “Employability skill development in work-integrated learning: Barriers and best practice.” Studies in Higher Education 40, no. 2 (2015): 350-367.
Patrick, Carol-Joy, Deborah Peach, Catherine Pocknee, Fleur Webb, Marty Fletcher, and Gabriella Pretto. The WIL (Work Integrated Learning) report: A national scoping study [final report]. Queensland University of Technology, 2008.
Ramsden, Paul. Learning to teach in higher education. Routledge, 2003.
Seethamraju, Ravi. “Work Integrated Learning (Wil) Through A Field Project–A Study Of Design, Delivery & Challenges.” Work 7 (2012): 15-2012.
Wilton, Nick. “The impact of work placements on skills development and career outcomes for business and management graduates.” Studies in Higher Education 37, no. 5 (2012): 603-620.
[1] Jackson, Denise. “Employability skill development in work-integrated learning: Barriers and best practice.” Studies in Higher Education 40, no. 2 (2015): 350-367.
[2] Jackson, Denise. “Employability skill development in work-integrated learning: Barriers and best practice.” Studies in Higher Education 40, no. 2 (2015): 350-367.
[3] Jackson, Denise. “Employability skill development in work-integrated learning: Barriers and best practice.” Studies in Higher Education 40, no. 2 (2015): 350-367.
[4] Wilton, Nick. “The impact of work placements on skills development and career outcomes for business and management graduates.” Studies in Higher Education 37, no. 5 (2012): 603-620
[5] Wilton, Nick. “The impact of work placements on skills development and career outcomes for business and management graduates.” Studies in Higher Education 37, no. 5 (2012): 603-620
[6] Abeysekera, Indra. “Issues relating to designing a Work-Integrated Learning (WIL) program in an undergraduate accounting degree program and its implications for the curriculum.” Asia-Pacific Journal of Cooperative Education 7, no. 1 (2006).
[7] Abeysekera, Indra. “Issues relating to designing a Work-Integrated Learning (WIL) program in an undergraduate accounting degree program and its implications for the curriculum.” Asia-Pacific Journal of Cooperative Education 7, no. 1 (2006).
[8] Daniel, Ryan, and Mandy Shircore. “Transitioning undergraduate students from law, business, and creative arts towards work integrated learning capstone experiences.” In 2012 Australian Collaborative Education Network National Conference, p. 56. 2012.
[9] Daniel, Ryan, and Mandy Shircore. “Transitioning undergraduate students from law, business, and creative arts towards work integrated learning capstone experiences.” In 2012 Australian Collaborative Education Network National Conference, p. 56. 2012.
[10] Seethamraju, Ravi. “Work Integrated Learning (Wil) Through A Field Project–A Study Of Design, Delivery & Challenges.” Work 7 (2012): 15-2012.
[11] Seethamraju, Ravi. “Work Integrated Learning (Wil) Through A Field Project–A Study Of Design, Delivery & Challenges.” Work 7 (2012): 15-2012.
