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Postgraduate work-integrated learning: Using diversity to prepare graduates for a messy and uncertain world
Journal article   Open access   Peer reviewed

Postgraduate work-integrated learning: Using diversity to prepare graduates for a messy and uncertain world

Kristen Lyons, Monica Seini, Catherine Coogan West, Pedram Rashidi, Camille Freeman, Glenn Ryall, Susan Chen and Ciarra Vu
International journal of work-integrated learning, Vol.23(4), pp.595-605
2022
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Postgraduate work-integrated learning: Using diversity to prepare graduates for a messy and uncertain world View
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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education
#10 Reduced Inequalities

Source: InCites

Abstract

Careers Colleges & universities Curricula Education policy Employment Higher education Pedagogy Students Crisis development studies practice-based learning postgraduate uncertainty university
Work-integrated learning (WIL) is a teaching and learning approach widely adopted across Australian universities. With inclusion across a wide range of programs and courses, WIL is championed as providing authentic and transformative learning environments that may equip graduates for the world of work. Despite a rapid expansion in WIL scholarship, there remains scant attention at the postgraduate level, including its specific contributions in preparing students for life after completion of postgraduate studies. This paper contributes to nascent literature in this space. Taking the case of the University of Queensland’s Master of Development Practice, this paper argues there are challenges in ensuring postgraduate WIL prepares graduates for careers in a volatile, uncertain, complex and ambiguous world. The paper concludes that a diverse approach to WIL is vital to provide relevant pedagogical practices that prepare postgraduates for uncertain, and unknowable futures.

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