CAPHIA 2019 Dr Lesley Andrew Postgraduate Courses Coordinator Edith Cowan University WA

1. CAPHIA 2019 • Dr Lesley Andrew • Postgraduate Courses Coordinator • Edith Cowan University • WA • I.andrew@ecu.edu.au

2. Exploring equitable approaches to work integrated learning for international students in the Master of Public Health

3. Workshop structure • Context of the problem • Workshopping • Presenting solutions!!!!

4. Work Integrated Learning (WIL) • “An umbrella term for a range of approaches and strategies that integrate theory with the practice of work within a purposefully designed curriculum” • (Ferns, Campbell & Zegward, 2014, p.1). • These approaches and strategies: • Authentically engage with practices and experiences of the workplace • Are located within an intentional discipline-centred curriculum • Focus towards graduate learning outcomes and career pathways

5. Current Master of Public Health course • 2 year full time degree • 12 units (9 core) • No WIL units

6. Master of Public Health: International student cohort

7. International student: Country of origin

8. On commencement • Lack of understanding of what public health is • Poor communication skills* • Lack of critical analysis skills* • Different attitudes- re equality, tolerance, ethics etc.* • Expecting a ‘learn-repeat’ style of course with high factual content and multiple choice exam assessment • (Ingrid Johnson and Simone Browne- essential employability skills)*

9. WIL in the MPH • There is no WIL in the MPH • None of the international students have prior experience of the Australian health industry • Few have worked in Australia in any capacity • The majority of domestic students work in the Australian Health industry whilst studying • Students interested in WIL rely on applying for voluntary positions in Australian health industry • Equity issue

10. WIL benefits • WIL is key to student employability and is regarded by industry as a highly desirable graduate attribute (Jackson, 2013) • More rapid and direct entry into labour market • Relevance of employment to discipline • Evidence of skills experience • Better understanding of job market and requirements • Supports critical thinking and time management • Supports an understanding of theory relevance, theory-practice gap • Increases the attractiveness of the degree course • (Ferns et al, 2016; Jackson, 2013)

11. Employment outcomes QILT data: International graduates 2018

12. Types of WIL • On campus • Virtual projects • Case studies • Simulations in labs • Mock interviews • Role play • Professional skills training • CV preparation • Mentoring • Guest lecturers • Off campus • Internships • Volunteering • Community service • Project-based placement • Cadetship • Paid employment • Vacation work • Day site visits • Observation/shadowing

13. Challenges to WIL for international students • Communication skills • English language • Pronunciation • Writing skills/ reports • Verbal customer interaction • Use of email • Interpretation of complex concepts

14. Cultural influences • Attitudes and perspectives regarding difference/ marginalised groups* including: • Women • Sexual behaviours • Alcohol and illicit drug use • Social status/ class/ caste • Aboriginal and Torres Strait Islander people • LGBTI people • *A PARTICULAR CONCERN FOR PUBLIC HEALTH! • Cultural differences • Unfamiliarity with critical thinking • Participation skills • Reflection • Questioning superiors • Confidence • Self management/autonomy • Taboo issues

15. Challenges to WIL for international MPH students • Other • Demands of: • Family • Paid employment • Transport and logistics • Unrealistic expectations of Australian opportunities • Work culture • Collectivistic approach • Time keeping • Understanding meeting rules/ agendas/ minutes • Racist perceptions of employers • Employer concerns re. visa issues

16. Offering WIL: Some good practice principles of WIL (Orrell, 2011, p.20) • Student should be sufficiently prepared and fit for workplace demands • Sufficient resources and infrastructure available in workplace to support student needs • Equal access to full participation in WIL for all students in a course • International students should receive support to understand and adapt to Australian socio-cultural workplace environments • International students’ cultural background and prior knowledge should be recognised as valuable attributes

17. Option 1 for WIL: Practice placement. A semester long, assessed and supervised placement in industry. • Challenges for international students • Capacity of academics to prepare students to be fit for placement • Issues of access • Issues of readiness and suitability • Reputation of student • Reputation of course and university • Impact on domestic students • Risk management • Availability of industry placements • Benefits • ‘Gold standard’ of WIL • High engagement and authentic experience • Builds social and cultural capital • Offers enhanced opportunity for direct access to employment post graduation

18. Option 2 for WIL: Professional skills unit • Benefits • Accessible • Preparedness not an issue • Builds skills in safe environment • Challenges • Lower industry engagement • Does not build social capital • Issues of equity for already disadvantaged students • Mandatory or optional? • On-campus unit that introduces student to: • Australian workplace culture and expectations • Employability skills such as mock interviews, cv writing, understanding the application process

19. Application to MPH: Typical CV • CAREER OBJECTIVE • A highly creative thinker, grammar Nazi, and social media enthusiast seek the position of Social Media & Content Marketing Analyst to transform technical and digital information and processes into influencial stories. • ACADEMIA • QUALIFICATION BOARD/ UNIVERSITY PASSING YEAR PERCENTAGE • 10TH PSEB 2012 78.3% • 12TH PSEB 2014 71.33% • Bsc(Nursing) BABA FARID UNI. 2018 67.5% • PERSONAL DETAILS • Date of Birth : 11-11-1995 • Permanent Address :

20. Option 3 for WIL: Scaffolding of WIL throughout curriculum • Embed a range of on and off campus opportunities across degree, such as guest lecturers, virtual WIL, role-play, use of technology in assessments, volunteer sessions etc. • Use of portfolio or equivalent to record WIL experiences against desirable employability attributes for Public Health graduates • Benefits • Accessible • Scaffolded • Recorded evidence • Tailored approach • Challenges • Is this an equitable option? • Which units to embed? (just core?) • Realistic? • How and whether to assess? • Mandatory to do? • Efforts to introduce- time needed- in which unit? • Should this be offered as well as the other two options or instead of? • Issues of duplication or omission • Buy-in from academics to adapt units

21. Workshop questions • Consider all three options of WIL • Please offer your own interpretation of these as potential ways forward • Can you share your own experience with these three options • Could these approaches be further adapted? • Other options to consider? • 5. By offering an adapted form of WIL (2 or 3) for international students, are we exacerbating the inequity these students face in the Australian HE context?

22. References • Ferns, S., Campbell, M., & Zegwaard, K. (2014). In S. Ferns (Ed.), Work Integrated Learning in the Curriculum (pp. 1-7). HERDSA Guide. Milperra, NSW: Higher Education Research and Development Society of Australia. • Jackson, D. (2017). Exploring the challenges experienced by international students during work-integrated learning in Australia. Asia Pacific Journal of Education, 37, 3, 344-359. doi: 10.1080/02188791.2017.1298515