Siam University 8 June 2018coop.siam.edu/wp-content/uploads/2017/03/How-to-develop...Siam University...

The University of Sydney

Professor Pip Pattison

Deputy Vice-Chancellor (Education)

Siam University

8 June 2018

How to develop competency

outcome-based co-operative

work-integrated curriculum:

Leassons learned


Outline

1. Work-integrated education is an area of increasing focus in Australian higher education

2. Outcome-based national and local frameworks support the development of outcome-based work-integrated education

3. The research evidence supports a variety of approaches to impactful work-integrated educational practice

4. Outcome assessment is potentially important for outcomes-based work integrated curriculum initiatives: a University of a Sydney case study


1. Work integrated education in Australia


What do we mean by Work Integrated Learning?

“A range of approaches and strategies that integrate theory with with the practice of work within a purposefully designed curriculum”*

A working definition (Universities Australia): a unit or activity that meets three of the following criteria:

1. integrates theory with the practice of work

2. requires engagement with industry or community partners

3. involves planned, authentic activities where students acquire practical skills or work on real world problems in actual work settings

4. purposefully linked to the curriculum with assessments specifically designed for that activity

*Patrick, C., Peach, D., Pocknee, C. (2009). The WIL report: a national scoping study. Australian

Learning and Teaching Council


Examples of WIL

Almost always WIL

– work placement (e.g. professional placement, internship, workplace experience)

– industry or community-defined project

May be WIL

– research project

– entrepreneurship or innovation project

– a substantial practical component, e.g.

• field work

• immersive simulation environments

• other preparation for practice-based experiences


Work integrated education in Australia

– Very strongly established in professional fields of education (health disciplines, education, engineering, veterinary medicine, journalism, architecture, …)

– For example, in health disciplines:

• centralised coordination has emerged at state level within a largely public health sector

• technology-supported

• specialised support roles (agreements with providers, compliance checks,…)

• innovative approaches to preparation are growing (e.g. simulation, VR/AR)

• systematic approaches for different contexts (e.g. rural, Indigenous, multicultural, interprofessional …)

• development of research and an evidence base

• increasingly sophisticated evaluation, assessment approaches

– Still emerging in broader fields e.g. humanities, social sciences, sciences


National Work Integrated Learning (WIL) strategy

Key priorities

1. National leadership for expansion of WIL

2. Supportive policy and regulatory settings

3. Build support among students, employers, universities, government

4. Target investment for quality, sustainability and growth

5. Develop university capability for WIL

6. Build employer capability for WIL

7. Make WIL equitable and accessible for all students

8. Increase international WIL (inbound and outbound)


Universities Australia: 2018 Work Integrated Learning in Higher

Education – Data Collection

Classification of WIL experiences:

• Placement

• Project

• Fieldwork

• Simulation

• Other

Universities were asked to report on:

• curricular experiences (for credit, embedded in formal units of study)

• co- or extra-curricular experiences (not for credit)

Publication plan:

• aggregate sector data to indicate the profile and volume of annual WIL activity in Australian higher education

• showcase of diversity of WIL forms


Some key issues for Australian universities

– A coordinating mechanism? Some startups (e.g. Ribit) are linking students and firms directly

– The university and business sectors are both diverse:

• Large organisations account for the majority of activity but there are often many ‘front doors’ on both university and industry side

• There is relatively high turnover among smaller organisations

– Businesses prefer to offer opportunities to students who are likely to add value to their firms; this creates a challenge for universities to support those with less social and personal capital

– Small organisations can be eager for an ‘extra pair of hands’ but tend to have less time for mentoring or supervision

– Experiences for students have sometimes been uneven in quality


Quality has been an important driver for the government

Tertiary Education Quality and Standards Agency (TEQSA) Act

• TEQSA regulates the higher education sector against the Higher Education Standards Framework (HESF) comprising approximately 100 standards

• Many of these standards are outcome-based and a number refer indirectly or directly to WIL

Fair Work Act (FWA)

• The FWA regulates employment practices in Australia

• Some WIL activities are exempt, e.g. required for-credit activities

• Others must comply, e.g. not-for-credit, optional WIL activities, with implications for whether and how much students must be paid


2. Outcome-based educational frameworks


National and local frameworks

A focus on program-level learning outcomes

– National: cycle of University re-registration by TEQSA

– University: (self-)accreditation of academic programs

– Professions: program accreditation

Program-level educational outcomes take account of:

– The national Higher Education Standards Framework

– The Australian Qualifications Framework

– University aspirations for broad learning outcomes

– Discipline- or field-specific outcomes

The role of co-operative work-integrated curriculum:

– To draw on authentic experiences to build and assess broad learning outcomes


3. Evidence and trends


What co-operative work integrated educational practices have

impact?

– We know that all of the following impact on the depth of learning and/or the development of skills in critical thinking and a range of broader skills:

• Interactive and collaborative learning designs

• Practical application in authentic settings

• authentic problems and projects

• Interdisciplinary contexts

• cross-cultural settings

• high levels of challenge


3. The post-Bachelor world and the ’60 year’ curriculum


Australian universities are now turning their minds to work

integrated education within the ‘60 year curriculum’*

– lifelong learning: continuing and professional, extension, community

– ‘nano’, ‘micro’, ‘meso’ and ‘macro’ credentials

– tracking and responding to changing labour market demands

– balancing flexibility and openness of learning in space and time and professional community building and ‘connecting’ roles

– diversification among providers

– changing relationships between universities, other providers, community and industry organisations, alumni, communities

– a different kind of cooperative work-integrated education!

*attributed to Gary Matkin, dean of continuing education, UC Irvine


MOOCs may be part of, but not all of, the answer … some

University of Sydney MOOCs

Cultural

competence

- Aboriginal

Sydney

eHealth

Positive psychiatry

Easing the burden …

Ethical social media Design strategy

Data-driven

astronomy


MOOC-based Credentials in 2017

Source: https://www.class-central.com/report/mooc-stats-2017/

Credential Number

Specialisations (Coursera) 257

Professional education (edX) 64

MicroMasters (edX) 43

Professional certificates (edX) 35

Xseries (edX) 32

Programs (FutureLearn) 22

Nanodegrees (Udacity) 22

Programs (Kadenze) 21

Micro-degrees (XuetangX) 8

https://www.class-central.com/report/mooc-stats-2017/


The evolution of MOOCs: top 5 MOOC providers in 2017

Provider Registered users

Coursera 30 million

edX 14 million

XuetangX 9.3 million

Udacity 8 million

FutureLearn 7.1 million

Source: https://www.class-central.com/report/mooc-stats-2017/

https://www.class-central.com/report/mooc-stats-2017/


Attainment of Masters and Doctoral degrees in English-

speaking countires 2013-2015 (%, domestic students only)

Country 2013 2014 2015

Australia 9.6 10.0 10.3

Canada 11.4 11.5 10.1

New Zealand 6.6 6.7 7.0

United Kingdom 16.3 15.8 12.7

United States 19.1 18.7 18.2

Source: http://www.oecd-ilibrary.org/content/datacollection/edu-data-en

http://www.oecd-ilibrary.org/content/datacollection/edu-data-en


Issues for the 60-year curriculum

– Diversification and security of credentials

– Recognition of prior learning and credit

• stackability

• relationship between the regulated and unregulated

– Making technology really work

• immersive media-rich simulation, VR/AR

• real-time remote data access and sensing

• high fidelity interaction

– Evolution of demand and supply

• locality?

• integration and integrators?


4. The role of outcomes assessment in work integrated

education: a University of Sydney case study


We were responding in part to this …

‘… almost five million

Australian jobs – around 40

per cent of the workforce –

face the high probability of

being replaced by computers

in the next 10 to 15 years’

‘Today, being educated

increasingly …. means

having the attitudes and

behaviours that enable

one to adapt quickly to

changed circumstances’

‘ …most interviewees felt

that skills and training did

not extend sufficiently

beyond STEM to meet the

needs of innovation in a

rapidly changing world’


And also to this …. the 2014 undergraduate degree profile

2

4


See http://sydney.edu.au/about-us/vision-and-values/strategy.html

The University of Sydney: a case study

http://sydney.edu.au/about-us/vision-and-values/strategy.html


Graduate qualities: foundations for leadership

Graduate qualities Purpose

Depth of disciplinary expertise To excel at applying and continuing to develop disciplinary

expertise

Broader skills:

critical thinking and problem solving

communication (oral and written)

information/digital literacy

inventiveness

To increase the impact of expertise, and to learn and respond

effectively and creatively to novel problems

Cultural competence To work productively, collaboratively and openly in diverse groups

and across cultural boundaries

Interdisciplinary effectiveness To work effectively in interdisciplinary (including inter-professional)

settings and to build broader perspective, innovative vision, and

more contextualised and systemic forms of understanding

An integrated professional, ethical and

personal identity

To build integrity, confidence and personal resilience, and the

capacities to manage challenge and uncertainty

Influence To be effective in exercising professional and social responsibility

and making a positive contribution to society


The Sydney undergraduate experience

Academic rigour

• Depth of expertise in primary field

• Learning from world-leading experts in the field

• Increasing challenge

Global perspectives

• Cultural competence

• 50% mobility target

• Language, service learning options

Cross-disciplinary learning

• Expertise in a second field (combined degrees, shared pool)

• Open Learning Environment

• Interdisciplinary experience

Real-world projects

• Authentic and challenging industry, community, research and/or entrepreneurship projects

• Placements and internships options


2018 Bachelor degrees

Liberal arts and science

Arts

Commerce

Liberal Arts and Sciences

Science

Advanced Studies

Professional

Advanced Computing

Applied Science

Architecture & Environments

Design in Architecture

Education

Engineering (Honours)

Laws

Nursing

Pharmacy

Pharmacy and Management

Project Management

Psychology

Social Work

Specialist

Design Computing

Economics

Music

Oral Health

Veterinary Biology

Visual Arts


Shared pool of majors 2018

Agricultural and Resource Economics

American Studies

Ancient Greek

Ancient History

Anthropology

Arabic Language and Cultures

Archaeology

Art History

Asian Studies

Biblical Studies and Classical Hebrew

Chinese Studies

Cultural Studies

Digital cultures

Economic Policy

Economics

English

European Studies

Film Studies

French and Francophone Studies

Gender Studies

Germanic Studies

Hebrew (modern)

History

Indigenous Studies

Indonesian Studies

International Comparative

Literature Studies

International Relations

Italian Studies

Japanese Studies

Jewish Civilisation, Thought and Culture

Korean Studies

Linguistics

Modern Greek

Music

Anatomy and Histology

Animal Health, Disease and

Welfare

Animal Production

Applied Medical Science

Behavioural Science

Biochemistry and Molecular Biology

Biology

Cell and Developmental Biology

Chemistry

Data Science

Ecology and Evolutionary Biology

Environmental Studies

Financial Mathematics and Statistics

Food Science

Genetics and Genomics

Geography

Geology and Geophysics

History and Philosophy of Science

Immunology and Pathology

Infectious Diseases

Marine Sciences

Mathematics

Medicinal Chemistry

Microbiology

Neuroscience

Nutrition Science

Pharmacology

Physics

Physiology

Plant Production

Quantitative Life Sciences

Soil Sciences and Hydrology

Statistics

Accounting

Banking

Business Analytics

Business Information Systems

Business Law

Finance

Industrial Relations and HRM

International Business

Management

Marketing

Health

Hearing and Speech

Computer Science

Information Systems

Project Management

Software Development

Education

Design

Visual Arts

Philosophy

Political Economy

Politics

Socio-legal Studies

Sociology

Spanish and Latin American Studies

Studies in religion

Theatre and Performance Studies


Where does WIL fit into the curriculum?

– In addition to a growing number of placements and internships, all undergraduate students can undertake projects in partnership with industry and community partners

– Projects are identified by partner organisations, and are generally multidisciplinary

– The University compiles project teams comprising students with an appropriate discipline

– The projects provide an opportunity for students to utilise their disciplinary expertise and work alongside others with different forms of expertise, to address an authentic, contemporary challenge or opportunity

– Projects provide a capstone opportunity to further develop and assess a number of graduate qualities, including

• critical thinking and problem solving

• Inventiveness

• cultural competence and interdisciplinary effectiveness

• influence


Some current and past projects


Some Industry Projects Semester 1, 2018

Project Partner

Disconnecting from the grid AGL

Engaging Chinese visitors Art Gallery of NSW

Diversity in Australian workplaces Bain

Resettlement of asylum seekers and refugees Career Seekers

The future of performance City Recital Hall

Data analytics for decision support in the Dairy Industry Data61|CSIRO

Development and ownership of green space Glebe Community Development

Auction system for the Sydney Produce Market NSW Farmer’s Association

Meet me in court – mock trial NSW Police

Diversity in leadership Public Service Commission

The impact of artificial intelligence (AI) on banking Westpac

Impact on the healthcare workforce with emerging

technologies

Westmead Precinct


Example of a project brief:

Auction system for the Sydney Produce Market

Can switching from a traditional market set up versus a technology focussed

auction system deliver a higher price for producers? Almost one-third of

Australia's population, consume the fresh produce sold through the Sydney

Produce Market. It caters primarily to professional buyers from supermarkets,

restaurants and green grocers but is also open to the public. In this project

the group will make a recommendation on the best system, traditional market

or auction system, to deliver the highest price for the producer. The group

will look at the perishability and value of goods being sold, the number of

buyers and sellers, and their characteristics, the benefits and risks of the

various systems and the cost of switching to an auction system. Tradition

versus technology will determine the outcome.


Likely advantages of the model

– Relatively scalable for universities and industry and community partners

– Distributes work according to expertise (education to the University, subject-matter/problem context expertise to the partner)

– Can be offered to almost all students (‘democratises’ opportunity)

– Provides an opportunity to assess students’ mastery of the graduate qualities in a way that makes sense to employers

– Prepares students for fully immersive work experiences

– Builds trust between the university and partner organization, and encourages development of further internship, placement, and indeed research opportunities


2017 enrolments in experiential learning units by type and faculty at the

University of Sydney

Faculty Research

projects

Industry &

comm-

unity

projects

Entrepren-

eurship

projects

Place-

ments/

intern-

ships

Major

practical or

fieldwork

Mobility Mobility

+exper-

iential

Total

FASS 2,948 206 10 2,658 4,020 1,098 0 10,940

Business 260 4,713 257 303 1,697 529 102 7,861

Dentistry 498 0 0 1,666 200 0 0 2,364

FEIT 3,783 712 376 634 19,781 134 4 25,424

FHS 419 219 0 4,731 2,772 0 1 8,142

Medicine 1,895 0 0 10,090 425 0 15 12,425

Nursing 135 0 0 4,041 389 7 0 4,572

Pharmacy 113 0 0 911 1,847 0 0 2,871

Science 2,211 177 10 1,085 18,514 93 0 22,090

SCM 126 20 0 63 3,701 1 0 3,911

Law 43 21 0 52 51 115 29 311

ADP 183 2 0 21 6,038 94 118 6,456

Uni-wide 38 88 22 79 618 0 2 847

TOTAL 12,652 6,158 675 26,334 60,053 2,071 271 108,214


WIL profile by type of activity: The University of Sydney, 2017

Unit enrolments

In-scope

summary

Type of WIL activity

Number of

records For credit In-scope

Students

(Headcount)

Placement 26,363 24,594 26,307 9,410

Project 11,144 11,123 11,137 8,850

Fieldwork 525 525 524 353

Simulation 899 899 881 318

Other 893 485 870 463

Total 39,824 37,626 39,719 19,394


We are serious about evaluation

Tailored evaluation of project units

• Student perceptions on quality of experience, academic input from coordinators and facilitators

• Student perceptions of development of graduate qualities

Annual national surveys

• Student perceptions of development of graduate qualities


We are serious about an outcome-based approach for feedback

to ourselves, students and employers

– We will measure achievement of graduate qualities, for feedback to:

• us, on the effectiveness of curriculum design

• students (and employers)

– Measurement of graduate qualities*:

• 2018 definitions and identification of components

• 2018 development of assessment rubrics

• 2018-19 development of an underlying measurement model

• 2018-19 pilot with industry and community project units

• 2020 use across all project- and practice-based units for completing students

– Despite encouragement to embed and develop graduate qualities across the curriculum, we expect measurement to lead to further work on embedding development in the early years of the curriculum

*drawing inspiration from the AACU VALUE project


Interim definitions and components of graduate qualities:

inventiveness

Definition

– Inventiveness is generating novel ideas and solutions.

Components

– Reimagines and reframes disparate ideas, observations or resources

– Creates novel, ideas, solutions or actions


Interim rubrics for assessing graduate qualities: the example of

‘inventiveness’

Component Level 1 Level 2 Level 3 Level 4 Level 5

Coming up with

ideas and using

resources

Below

standard

Generates

onedimensional ideas

and/or adopts

resources within

disciplinary norms

and conventions

Generates and

connects similar

ideas, and adopts

resources within

disciplinary norms

and conventions

Generates, connects

and synthesises

multiple ideas, and

uses resources outside

disciplinary norms and

conventions

Generates, connects and

synthesises disparate ideas,

and draws on resources in a

way that demonstrates the

ability to transcend and move

between disciplinary norms

and conventions

Process and

strategy:

implementing a

plan*

*not necessarily

relevant to all

disciplines

Below

standard

Follows a poorly

organised and

evaluated strategy,

and/or an inflexible

execution of a plan

Follows an

organised and

evaluated strategy

with some gaps,

and/or a flexible

execution of a plan

Follows an organised

and evaluated

strategy, and/or an

adaptable and

reflective execution of

a plan.

Follows an organised,

evaluated and grounded

strategy, and an adaptable

and reflective execution and

evaluation of a plan. Outputs:

developing concepts, solutions,

processes or actions

Outputs:

developing

concepts,

solutions,

processes or

actions

Below

standard

Creates outputs that

are a copy to

something existing,

incomplete, not

feasible and/or

poorly contextualised


show original

aspects, and/or are

mostly resolved,

practical, and/or

contextualised.


are original, and/or

are resolved, feasible

and appropriately

contextualised

Creates outputs that are

original, resolved, feasible and

contextualised in unique ways


Interim definitions and components of graduate qualities:

interdisciplinary effectiveness

Definition

– Interdisciplinary effectiveness is the integration and synthesis of multiple

viewpoints and practices, working effectively across disciplinary boundaries.

Components

– Understanding of multiple viewpoints and practices

– Working effectively across discipline and professional boundaries

– Integrating and synthesising different ways of thinking

– Production of distinctive outcomes



‘interdisciplinary effectiveness’


Understandin

g of multiple

viewpoints

and practices

Limited

recognition,

and awareness

of diversity

within an

interdisciplin-

ary team

Acknowledges

and respects

the diversity of

view points

that different

disciplines

bring to

collaboration

Enacts ones’

disciplinebased

academic and/or

professional

responsibilities while

appreciating the

ideas, criticisms and

amendments

contributed by other

disciplines

Appreciates

perspectives, and

identifies likely

biases of

stakeholder

groups/persons in

finding solutions

Articulates how

diversity of

knowledge from

differing disciplines,

including their

organisation,

contributes to

addressing

meaningful but

complex problems

Integrating

and

synthesising

different

ways of

thinking

Minimal

receptivity to

different ways

of thinking,

when

collaborating

with other

disciplines

Demonstrates

willingness to

integrate new

knowledge,

skills, and

behaviours, as

contributed by

several

disciplines

Demonstrates

creativity, flexibility,

and the

interdependence of

various

roles/positions in

collective problem-

solving

Critically analyses

one’s own strengths

and limitations as

well as that of the

team’s

performance when

approaching a

solution.

Creatively adapts

and contributes to

the team’s

collaborative

practice in order to

achieve solutions to

complex outcomes



‘interdisciplinary effectiveness’


Working

effectively across

discipline and

professional

boundaries

Minimal

demonstration of

standards of

respect and

values when

working with

interdisciplinary

team members

Establishes

respectful and

ethical conduct in

identifying

potential sources

of conflicts when

working with

other disciplines

Seeks and

provides timely,

sensitive and

constructive

feedback to

colleagues in the

context of team

culture

Seeks to resolve

conflict using an

optimal balance

between

assertiveness,

empathy and

receptivity, and

willingness to find

a compromise

Display

situational

leadership:

Understands,

interacts,

manages and

adjusts behaviour

of self and others

to achieve

common goals

Production of

distinctive

outcomes

Displays minimal

contribution in

developing a

either a shared

vision or

achieving

collective

outcomes

Contributes in

developing a

shared vision,

and engagement

in achieving

unified goals and

outcomes

Applies principles

and practice of

developing a

shared vision,

and negotiating

the achievement

of unified goals

and distinctive

outcomes

Critically reflects

on the teams’

strengths,

limitations and

suggested

improvements

when generating

a solution to a

defined problem

Justifies a

collaborative

solution to

defined problems

at the level of

structure, process

or outcomes


We are having a similar discussion about the PhD as well…

Graduate qualities Purpose

Depth of disciplinary

expertise

expert, world standard knowledge in an area of specialisation, a mastery of relevant

research methods, capability to contribute to scholarship and knowledge discovery

Broader skills:

critical thinking and

problem solving

communication (oral

and written)

information/digital

literacy

inventiveness

engagement

project management

high level capabilities in critical thinking and problem solving, a commitment to lifelong

learning and discovery

excellent oral and written communication skills relevant to specialist and general

audiences

evaluate and use contemporary digital tools, resources and technologies

innovative and creative in response to novel problems, willing to take risks

high level capabilities in disseminating research, understanding of own research in a

broader context by participating in engagement with end-users of research

plan, manage and deliver research projects effectively

Cultural competence high levels of cultural competence, including in research practice

Interdisciplinary

effectiveness

work effectively in interdisciplinary settings to develop broader perspective, innovative

vision and the capacity to work effectively within national and international research

and innovation systems

An integrated professional,

ethical and personal identity

integrity, confidence and resilience

Influence professionally and socially responsible and make a positive contribution to society;

recognise the implications of own research in a broader societal context


5. Summing up


Summing up

– Increasing need for agility, adaptability among all stakeholders

– Rising cross-disciplinary and cross-sectoral engagement, leading to a more richly connected university and industry sector

– Accelerating demand for new skills and the ‘60 year curriculum’

– Potential need for national and international frameworks to support flexibility of learning models across disciplines, sectors and national boundaries

– If we are serious about outcome-based work integrated education, we probably need to:

• support the development of curriculum and quality frameworks that emphasise educational outcomes

• rely on evidence wherever possible

• measure outcomes at a high level and in a way that is meaningful to students, universities and employers


Questions?

[email protected]

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