Conference presentation
Internship portfolio assessment: Fostering professional identity formation through real-world learning
SCU Scholarship of Learning and Teaching Symposium (Online, 08/11/2022 - 10/11/2022)
09/11/2022
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Abstract
The undergraduate unit, Internship B (BUSN3006), is a capstone double-weighted unit for business, information technology, and tourism management students. The unit provides the opportunity for students to evaluate contemporary issues facing organisations in their chosen field and demonstrate their competencies as emerging professionals. One of the unit modules is devoted to professional identity formation, where students consider the importance of a strong professional identity, explain differences in personal and professional identity, and analyse their own emerging professional identity. Work Integrated Learning (WIL) activities, such as an internship, can be an ideal space to facilitate a student’s professional identity development since they can become aware of what matters most in practice and the values and interests that influence decision-making (Trede 2012, p. 163).
In the past, students explored skills and competencies of professionals in their field but a self-assessment of their own professional identity was not an explicit requirement. To assess the achievement of related learning outcomes students now complete a portfolio assessment in Padlet (or Trello). There are three main components to the assessment: 1) Critical incident analysis in relation to professional identity formation, 2) Appraisal of supervisor’s skills and qualities in reference to professional/industry requirements, and 3) LinkedIn profile update. The educational opportunities of Trello as a tool for organising and self-organising student activities have been identified. These include the development of students' self-design competency, time management skills, attitude to meaningful self-development, goal-setting abilities, the enhancement of motivation and involvement, and reflective thinking (Zakharova & Belyakova, 2020). The critical incident analysis component prompts students to reflect on a recent incident in their placement and analyse the impact on their professional identity. Evaluating their workplace supervisor’s skills and qualities in relation to industry-specific literature requires students to identify the characteristics of a professional in their chosen industry sector. The final component of the assessment requires students to update their LinkedIn profile, thereby attending to their online professional identity. The real-world learning experience gained through the internship placement, together with unit resources and assessment design, aims to foster students’ professional identity development. Early evaluations indicate that the authentic and practical nature of the assessment provides a source of motivation for students to satisfactorily complete the assessment.
Trede, F. (2012). Role of work-integrated learning in developing professionalism and personal identity. Asia-Pacific Journal of Cooperative Education, 13(3), 159–67.
Zakharova, I. & Belyakova, E. (2020). Agile methodology capabilities in supporting student teachers’ professional self-determination using the Trello platform. Tomsk State University Journal, 454, 190-197.
Details
- Title
- Internship portfolio assessment: Fostering professional identity formation through real-world learning
- Creators
- Julia Caldicott - Southern Cross University
- Conference
- SCU Scholarship of Learning and Teaching Symposium (Online, 08/11/2022 - 10/11/2022)
- Identifiers
- 991013143571002368
- Academic Unit
- Management; Faculty of Business, Law and Arts
- Language
- English
- Resource Type
- Conference presentation
- Local Fields
- Evidence Based Practice - SoLT