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Identifying Opportunities and Barriers for Transdisciplinary Work-Integrated Learning (WIL) Experiences for Future Design Professionals

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This chapter presents a number of work integrated learning (WIL) experiences that have been offered to undergraduate design students within a faculty of creative industries at a major Australian university. The specific issues related to the creative industries are discussed in terms of the unique challenges and opportunities that these professional practices offer to students. Many of the creative industries are structured around small independent operators and entrepreneurs who, while interacting with other professionals, may not operate in a truly transdisciplinary environment. How the different modes of WIL are affected by these contexts is explored using the framework of the ‘learning project’ as explicated by Delahaye (2005). This framework is shown to be well aligned with the issues of WIL described here and is used to identify opportunities and barriers to offering a WIL experience to students through a range of industry engagement modes.

Keywords: education ; industry ; transdisciplinary ; university ; work integrated learning (WIL)

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Identifying Opportunities and Barriers for Transdisciplinary Work-Integrated Learning (WIL) Experiences for Future Design Professionals
Intellect , 91 (2023); https://doi.org/10.1386/9781789388671_5
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     [Google Scholar]
  30. Koller, Daphne. ( 2012), ‘What we're learning from online education’, TEDGlobal 2012 Video, 26 June, https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education. Accessed 31 May 2021.
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  32. Lave, Jean,, and Wenger, Etienne. ( 1991), Situated Learning: Legitimate Peripheral Participation, New York:: Cambridge University Press;.
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  33. Mate, Susan,, and Ryan, Maureen. ( 2015;), ‘ Learning through work: How can a narrative approach to evaluation build students’ capacity for resilience?. ’, Asia-Pacific Journal of Cooperative Education, 16:3, pp. 153–61.
     [Google Scholar]
  34. Mezirow, Jack. ( 1997;), ‘ Transformative learning: Theory to practice. ’, New Directions for Adult and Continuing Education, 1997:74, pp. 5–12.
     [Google Scholar]
  35. Nicol, David,, and Pilling, Simon. ( 2005), Changing Architectural Education: Towards a New Professionalism, London, New York:: Taylor & Francis;.
     [Google Scholar]
  36. Nicolescu, Basarab. ( 1997), ‘ The transdisciplinary evolution of the university. ’, Universities’ Responsibilities to Society, Bangkok:, International Association of Universities;, 12–14 November.
     [Google Scholar]
  37. Orrell, Janice. ( 2011), Good Practice Report: Work-Integrated Learning, Sydney:: Australian Learning and Teaching Council;.
     [Google Scholar]
  38. Patrick, Carol-Joy,, Peach, Deborah,, Pocknee, Catherine,, Webb, Fleur,, Fletcher, Marty,, and Pretto, Gabriella. ( 2008), The WIL (Work Integrated Learning) Report: A National Scoping Study, Brisbane:: Queensland University of Technology;.
     [Google Scholar]
  39. QUT (Queensland University of Technology) ( 2016;), ‘ Blueprint 5. ’, November, https://digitalcollections.qut.edu.au/4826/1/qut-blueprint.pdf. Accessed 5 June 2021.
     [Google Scholar]
  40. QUT (Queensland University of Technology) ( 2019;), ‘ Blueprint 6. ’, November, https://digitalcollections.qut.edu.au/5669/. Accessed 5 June 2021.
     [Google Scholar]
  41. Rowe, Anna,, Winchester-Seeto, Theresa,, and Mackaway, Jacqueline. ( 2012), ‘ That's not really WIL! Building a typology of WIL and related activities. ’, in Proceedings of the Australian Collaborative Education Network (ACEN) National Conference, Geelong, 29 October–2 November 2012, Springvale South:: Australian Collaborative Education Network (ACEN) Incorporated;, pp. 246–52.
     [Google Scholar]
  42. Sachs, Judith,, Rowe, Anna,, and Wilson, Michael. ( 2016), 2016 Good Practice Report: Work Integrated Learning (WIL), Canberra:: Australian Government Department of Education and Training;.111
     [Google Scholar]
  43. Savage, Susan. ( 2005;), ‘ Urban design education: Learning for life in practice. ’, Urban Design International, 10:1, pp. 3–10.
     [Google Scholar]
  44. Savage, Susan,, Davis, Rebekah,, and Miller, Evonne. ( 2009), ‘ Exploring graduate transition from university to the workplace: Employer, academic and graduate perspectives. ’, in Proceedings of the 34th Australasian Universities Building Educators Conference, Barossa Valley, 7–10 July, Adelaide:: School of Natural and Built Environments, University of South Australia;, pp. 1–18.
     [Google Scholar]
  45. Scott, David. ( 2017), ‘ Interdisciplinarity, transdisciplinarity and the higher education curriculum. ’, in P. Gibbs. (ed.), Transdisciplinary Higher Education, Cham:: Springer;, https://doi.org/10.1007/978-3-319-56185-1_3.
     [Google Scholar]
  46. Shannon, Susan. ( 2012;), ‘ I wish for more than I ever get: Employers’ perspectives on employability attributes of architecture graduates. ’, Creative Education, 3:6A, pp. 1016–23.
     [Google Scholar]
  47. Smith, Calvin. ( 2012;), ‘ Evaluating the quality of work-integrated learning curricula: A comprehensive framework. ’, Higher Education Research & Development, 31:2, pp. 247–62.
     [Google Scholar]
  48. Smith, Judith E.,, and Smith, Raymond. ( 2010), ‘ Work integrated learning: An industry partners’ perspective. ’, in Proceedings of Australian Vocational Education and Training Research Association, Surfers Paradise, 8–9 April, Crows Nest:: AVETRA;, pp. 1–10.
     [Google Scholar]
  49. Swan, Karen,, Garrison, D. R.,, and Richardson, Jennifer C.. ( 2009), ‘ A constructivist approach to online learning: The Community of Inquiry framework. ’, in C. R. Payne. (ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, Pennsylvania:: IGI Global;, pp. 43–57.
     [Google Scholar]
  50. Tertiary Education Quality and Standards Agency ( 2015), ‘Higher Education Standards Framework (Threshold Standards 2015)’, 7 October, https://www.legislation.gov.au/Details/F2015L01639. Accessed 15 March 2021.
  51. Tourse, Robbie W.C.,, Mooney, Jean F.,, Shindul-Rothschild, Judith,, Prince, James,, Pulcini, Joyce A.,, Platt, Sheila,, and Savransky, Hanna. ( 2008;), ‘ The university/community partnership: Transdisciplinary course development. ’, Journal of Interprofessional Care, 22:5, pp. 461–74.
     [Google Scholar]
  52. Trede, Franziska. ( 2012;), ‘ Role of work-integrated learning in developing professionalism and professional identity. ’, Asia-Pacific Journal of Cooperative Education, 13:3, pp. 159–67.
     [Google Scholar]
  53. Tucker, Richard,, and Elkadi, Hisham. ( 2011), ‘ Teaching in practice: Work integrated design learning and practice readiness for architecture students. ’, in H. Elkadi,, L. Xu, and J. Coulson. (eds), Proceedings of the 2011 International Conference of the Association of Architecture Schools of Australasia, Geelong, 18–21 September, Geelong:: Deakin University, School of Architecture & Building;, pp. 341–54.
     [Google Scholar]
  54. Upham, Steadman. ( 2001), ‘ The aims of graduate education. ’, in Keynote Address, Workshop on Global Transdisciplinary Education, and Research, Society for Design and Process Science, Vol. 1, Integrated Design & Process Technology Proceedings, Pasadena, June, Plano:: SDPS;, pp. 1–5.
     [Google Scholar]
  55. Walkington, Jackie,, and Vanderheide, Rebecca. ( 2008;), ‘ Enhancing the pivotal roles in workplace learning and community engagement through transdisciplinary “cross talking”. ’, Research and Development in Higher Education, 31, pp. 361–70.
     [Google Scholar]

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