Not all students can access and fully participate in the placement model of work-integrated learn... more Not all students can access and fully participate in the placement model of work-integrated learning (WIL)(Mackaway, Winchester-Seeto & Carter, 2014). In an environment where the student cohort is growing in its diversity, and universities are making increasing use of WIL as a strategy to prepare ‘job ready’ graduates, this problem of accessibility is concerning. While partner organizations (employers) are critical to the delivery of WIL, little is known about the part they play in relation to this problem. Drawing on organizational psychologist Edgar Schein’s (2010) work on workplace culture, this Australian based study examines 138 publically available documents from a range of organizations and industries to gain insights in organizational attitudes and beliefs regarding issues of diversity and inclusion, and to consider implications for student accessibility to WIL. Using thematic analysis, findings indicate two dominant ideological positions inform organizational engagement with diversity and inclusion. These findings suggest some workplace cultures maybe predisposed to providing WIL placements in more inclusive ways. The study highlights the need for further research in this area, particularly the role of the individual employee in relation to student accessibility.10 page(s
Not all students can access and fully participate in the placement model of work-integrated learn... more Not all students can access and fully participate in the placement model of work-integrated learning (WIL)(Mackaway, Winchester-Seeto & Carter, 2014). In an environment where the student cohort is growing in its diversity, and universities are making increasing use of WIL as a strategy to prepare ‘job ready’ graduates, this problem of accessibility is concerning. While partner organizations (employers) are critical to the delivery of WIL, little is known about the part they play in relation to this problem. Drawing on organizational psychologist Edgar Schein’s (2010) work on workplace culture, this Australian based study examines 138 publically available documents from a range of organizations and industries to gain insights in organizational attitudes and beliefs regarding issues of diversity and inclusion, and to consider implications for student accessibility to WIL. Using thematic analysis, findings indicate two dominant ideological positions inform organizational engagement with diversity and inclusion. These findings suggest some workplace cultures maybe predisposed to providing WIL placements in more inclusive ways. The study highlights the need for further research in this area, particularly the role of the individual employee in relation to student accessibility.10 page(s
Work Integrated Learning (WIL) cannot be realised unilaterally by any one stakeholder and its suc... more Work Integrated Learning (WIL) cannot be realised unilaterally by any one stakeholder and its success relies on collaborative relationships between universities and partner organisations (Cooper, Orrell & Bowden, 2010), built upon a shared understanding of and purpose for WIL (Peach, Larkin & Ruinard, 2012). Recent research indicates that when stakeholder motives for WIL are misaligned there may be significant equity and access issues for students (Koppi et al., 2013; Mackaway, Winchester-Seeto & Rowe, 2013). So do WIL stakeholders need to be ‘on the same page’ regarding equity and access for inclusive WIL to be achieved? This presentation shares findings from a study which explores the basis and nature of engagement by institutional WIL stakeholders with issues of equity, diversity and inclusion, and considers how ‘conceptions’ of these matters may affect the ways in which WIL is thought about and practised. Using NVivo 10, over 50 publically available documents were reviewed from ...
Recognising dependency as a fundamental aspect of existence and activating Kittay’s reciprocity p... more Recognising dependency as a fundamental aspect of existence and activating Kittay’s reciprocity principle, ‘doulia’, we investigate the impacts of COVID-19 on student carers at an Australian university, to what extent teaching staff care for student carers and which pedagogies and teaching practices aid student carers. Analysing the experiences of social science students shortly after the lockdown in 2020, we find that pedagogies of kindness and flexibility support student carers. We call on teaching staff to recognise students’ inevitable dependencies and commit to pedagogies of kindness.
Reflection is widely used in cooperative education to support learning and praxis; however, a rev... more Reflection is widely used in cooperative education to support learning and praxis; however, a review of the literature reveals limited empirical evidence for the correlation between reflection and positive student learning outcomes. As with any ‘wicked’ issue, there are multiple positions on reflection. A substantial body of anecdotal evidence, together with evidence based on student satisfaction and self-reporting does, however, indicate the value of reflection for learning, particularly when transparently aligned with the curriculum. This paper draws from the evidence for the practice of reflection to present new models, informed by theory and developed as a result of this research, to support the alignment of reflection in the cooperative education curriculum. (Asia-Pacific Journal of Cooperative Education, 2010, 11(3), 137-152)
Work integrated learning (WIL) connects students with industry, business, government and communit... more Work integrated learning (WIL) connects students with industry, business, government and community with the intention of creating authentic learning experiences that strengthen students’ capacity to develop work-ready skills. WIL has emerged as a key strategy for educational institutions in response to changes in tertiary education and the demand for graduates with work related capabilities. This HERDSA Guide highlights the uniqueness of WIL and the opportunities and challenges it affords. The Guide provides insights into curriculum design, performance-based assessment, academic standards, risk management, institutional leadership, building staff capacity and evaluation strategies for WIL. The Guide offers a range of existing, new and emergent perspectives about WIL in a global context and provides useful information for practitioners and institutional leaders.
Asia-Pacific journal of cooperative education, 2016
Student supervision is a key factor underpinning the success of work-integrated learning programs... more Student supervision is a key factor underpinning the success of work-integrated learning programs. Supervisory responsibilities can be shared across a number of stakeholders including university staff and host/workplace supervisors. While there have been attempts to understand the roles played by each of these stakeholders, little research has focused on what each understands about the role of others. University staff and host supervisors (N=57) were interviewed about their own role and that of other stakeholders. Findings reveal that while there is reasonable consensus within each stakeholder group about their own roles, perceptions about the roles of others are mismatched in some fundamental areas. There also appear to be intersecting and complementary roles, which remain largely unexplored and accounted for in research and theory to date. This study is unique in bringing together the perceptions of multiple stakeholders to explore ideas about supervision. Implications for theory,...
Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valua... more Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valuable way to prepare graduates to meet the challenges of contemporary society. When organizations preference particular students over others to host on placement, the full individual and collective potential of WIL is not realized. This paper reports findings from a qualitative study focused on the role played by Human Resource (HR) professionals in influencing student access to WIL placements in Australian organizations. Findings suggest being in a HR role may influence why and how an individual acts as a WIL gatekeeper however, there is an interplay between forces at three distinct levels: organizational, occupational/job and personal, which affect the intentions and actions of the HR professional. Furthermore, the study suggests several conditions are required for an inclusive approach to WIL to be enacted. This study contributes to the underexplored topic of equity and access in WIL.
Work integrated learning (WIL) plays an important role in the education to employment transition ... more Work integrated learning (WIL) plays an important role in the education to employment transition of students. It can lead to positive results for students in preparation for the workplace, access to employment and broadening perspectives of career and life possibilities (Smith, Torjul, Brooks, Tyler, & McIlveen, 2009). However, it is apparent that not all students have equal access to WIL, and some are unable to derive maximum benefit from the experience (Mackaway et al, 2013) Increased student diversity places demands and obligations on universities to ensure that students can access and fully participate in all teaching and learning activities. This requires strategic consideration in terms of curriculum, policy, support services and resourcing based on an understanding of, and commitment to, principles of inclusive practice (European Agency for Development in Special Needs Education, 2009; Voltz, Brazil & Ford, 2001). Atchison, Pollack, Reeders and Rizzetti (2002) highlight that ...
Not all students can access and fully participate in the placement model of work-integrated learn... more Not all students can access and fully participate in the placement model of work-integrated learning (WIL)(Mackaway, Winchester-Seeto & Carter, 2014). In an environment where the student cohort is growing in its diversity, and universities are making increasing use of WIL as a strategy to prepare ‘job ready’ graduates, this problem of accessibility is concerning. While partner organizations (employers) are critical to the delivery of WIL, little is known about the part they play in relation to this problem. Drawing on organizational psychologist Edgar Schein’s (2010) work on workplace culture, this Australian based study examines 138 publically available documents from a range of organizations and industries to gain insights in organizational attitudes and beliefs regarding issues of diversity and inclusion, and to consider implications for student accessibility to WIL. Using thematic analysis, findings indicate two dominant ideological positions inform organizational engagement with diversity and inclusion. These findings suggest some workplace cultures maybe predisposed to providing WIL placements in more inclusive ways. The study highlights the need for further research in this area, particularly the role of the individual employee in relation to student accessibility.10 page(s
Not all students can access and fully participate in the placement model of work-integrated learn... more Not all students can access and fully participate in the placement model of work-integrated learning (WIL)(Mackaway, Winchester-Seeto & Carter, 2014). In an environment where the student cohort is growing in its diversity, and universities are making increasing use of WIL as a strategy to prepare ‘job ready’ graduates, this problem of accessibility is concerning. While partner organizations (employers) are critical to the delivery of WIL, little is known about the part they play in relation to this problem. Drawing on organizational psychologist Edgar Schein’s (2010) work on workplace culture, this Australian based study examines 138 publically available documents from a range of organizations and industries to gain insights in organizational attitudes and beliefs regarding issues of diversity and inclusion, and to consider implications for student accessibility to WIL. Using thematic analysis, findings indicate two dominant ideological positions inform organizational engagement with diversity and inclusion. These findings suggest some workplace cultures maybe predisposed to providing WIL placements in more inclusive ways. The study highlights the need for further research in this area, particularly the role of the individual employee in relation to student accessibility.10 page(s
Work Integrated Learning (WIL) cannot be realised unilaterally by any one stakeholder and its suc... more Work Integrated Learning (WIL) cannot be realised unilaterally by any one stakeholder and its success relies on collaborative relationships between universities and partner organisations (Cooper, Orrell & Bowden, 2010), built upon a shared understanding of and purpose for WIL (Peach, Larkin & Ruinard, 2012). Recent research indicates that when stakeholder motives for WIL are misaligned there may be significant equity and access issues for students (Koppi et al., 2013; Mackaway, Winchester-Seeto & Rowe, 2013). So do WIL stakeholders need to be ‘on the same page’ regarding equity and access for inclusive WIL to be achieved? This presentation shares findings from a study which explores the basis and nature of engagement by institutional WIL stakeholders with issues of equity, diversity and inclusion, and considers how ‘conceptions’ of these matters may affect the ways in which WIL is thought about and practised. Using NVivo 10, over 50 publically available documents were reviewed from ...
Recognising dependency as a fundamental aspect of existence and activating Kittay’s reciprocity p... more Recognising dependency as a fundamental aspect of existence and activating Kittay’s reciprocity principle, ‘doulia’, we investigate the impacts of COVID-19 on student carers at an Australian university, to what extent teaching staff care for student carers and which pedagogies and teaching practices aid student carers. Analysing the experiences of social science students shortly after the lockdown in 2020, we find that pedagogies of kindness and flexibility support student carers. We call on teaching staff to recognise students’ inevitable dependencies and commit to pedagogies of kindness.
Reflection is widely used in cooperative education to support learning and praxis; however, a rev... more Reflection is widely used in cooperative education to support learning and praxis; however, a review of the literature reveals limited empirical evidence for the correlation between reflection and positive student learning outcomes. As with any ‘wicked’ issue, there are multiple positions on reflection. A substantial body of anecdotal evidence, together with evidence based on student satisfaction and self-reporting does, however, indicate the value of reflection for learning, particularly when transparently aligned with the curriculum. This paper draws from the evidence for the practice of reflection to present new models, informed by theory and developed as a result of this research, to support the alignment of reflection in the cooperative education curriculum. (Asia-Pacific Journal of Cooperative Education, 2010, 11(3), 137-152)
Work integrated learning (WIL) connects students with industry, business, government and communit... more Work integrated learning (WIL) connects students with industry, business, government and community with the intention of creating authentic learning experiences that strengthen students’ capacity to develop work-ready skills. WIL has emerged as a key strategy for educational institutions in response to changes in tertiary education and the demand for graduates with work related capabilities. This HERDSA Guide highlights the uniqueness of WIL and the opportunities and challenges it affords. The Guide provides insights into curriculum design, performance-based assessment, academic standards, risk management, institutional leadership, building staff capacity and evaluation strategies for WIL. The Guide offers a range of existing, new and emergent perspectives about WIL in a global context and provides useful information for practitioners and institutional leaders.
Asia-Pacific journal of cooperative education, 2016
Student supervision is a key factor underpinning the success of work-integrated learning programs... more Student supervision is a key factor underpinning the success of work-integrated learning programs. Supervisory responsibilities can be shared across a number of stakeholders including university staff and host/workplace supervisors. While there have been attempts to understand the roles played by each of these stakeholders, little research has focused on what each understands about the role of others. University staff and host supervisors (N=57) were interviewed about their own role and that of other stakeholders. Findings reveal that while there is reasonable consensus within each stakeholder group about their own roles, perceptions about the roles of others are mismatched in some fundamental areas. There also appear to be intersecting and complementary roles, which remain largely unexplored and accounted for in research and theory to date. This study is unique in bringing together the perceptions of multiple stakeholders to explore ideas about supervision. Implications for theory,...
Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valua... more Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valuable way to prepare graduates to meet the challenges of contemporary society. When organizations preference particular students over others to host on placement, the full individual and collective potential of WIL is not realized. This paper reports findings from a qualitative study focused on the role played by Human Resource (HR) professionals in influencing student access to WIL placements in Australian organizations. Findings suggest being in a HR role may influence why and how an individual acts as a WIL gatekeeper however, there is an interplay between forces at three distinct levels: organizational, occupational/job and personal, which affect the intentions and actions of the HR professional. Furthermore, the study suggests several conditions are required for an inclusive approach to WIL to be enacted. This study contributes to the underexplored topic of equity and access in WIL.
Work integrated learning (WIL) plays an important role in the education to employment transition ... more Work integrated learning (WIL) plays an important role in the education to employment transition of students. It can lead to positive results for students in preparation for the workplace, access to employment and broadening perspectives of career and life possibilities (Smith, Torjul, Brooks, Tyler, & McIlveen, 2009). However, it is apparent that not all students have equal access to WIL, and some are unable to derive maximum benefit from the experience (Mackaway et al, 2013) Increased student diversity places demands and obligations on universities to ensure that students can access and fully participate in all teaching and learning activities. This requires strategic consideration in terms of curriculum, policy, support services and resourcing based on an understanding of, and commitment to, principles of inclusive practice (European Agency for Development in Special Needs Education, 2009; Voltz, Brazil & Ford, 2001). Atchison, Pollack, Reeders and Rizzetti (2002) highlight that ...
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Papers by Jacqueline Mackaway