The role of collaborative policy development in progressing the UTAS WIL agenda
AuthorFreeman, B; Brown, N; Spurr, M
EditorSkalicky, J; Adam, A; Abbott, D; Kregor, G
Source TitleProceedings of the 10th Teaching Matters Annual Conference. Sharing practice
PublisherUniversity of Tasmania
University of Melbourne Author/sFreeman, Brigid
AffiliationOffice of The Vice-Chancellor
Document TypeConference Paper
CitationsFreeman, B., Brown, N. & Spurr, M. (2011). The role of collaborative policy development in progressing the UTAS WIL agenda. Skalicky, J (Ed.) Adam, A (Ed.) Abbott, D (Ed.) Kregor, G (Ed.) Proceedings of the 10th Teaching Matters Annual Conference. Sharing practice, University of Tasmania.
Access StatusAccess this item via the Open Access location
Open Access URLPublished version
The WIL Project was undertaken in 2010 to develop a new Work Integrated Learning (WIL) Policy using the staged University Policy Development Cycle. This cycle represents an adaptation of the stepped policy development process depicted in the Australian Policy Cycle (Althaus, Bridgman, & Davis, 2007). This paper examines the process undertaken to examine two key research questions – What is the University of Tasmania’s position regarding WIL; and How should these guiding principles be reflected in formal policy documentation? The project involved a number of elements, including a WIL Project Manager, a WIL Working Party, a literature review, data collection, benchmarking as policy learning (Lundvall & Tomlinson, 2002; Paasi, 2005), WIL Discussion Forums, and an extensive series of interviews. The project dovetailed with the Centre for the Advancement of Learning and Teaching (CALT) WIL Provocations Symposium. Consultations and deliberations involved collegial governance structures. This paper reveals the diversity in work-related curriculum offerings and disciplinary approaches at Australian universities, and suggests that establishing clear definitions is an important step towards developing minimum academic standards or obligations. This paper reports tensions between University-wide umbrella policy provisions and requirements by local academic sections for a high degree of specificity. This paper suggests that the process of asking complex academic policy questions is self-perpetuating, as more questions are raised which demand policy responses. Finally, in developing a uniquely University of Tasmania approach to work integrated learning, the project confirmed the importance of ongoing dialogue and collegial governance to guide learning and teaching policy development.
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