The impact of learning in the workplace policy on differing ICT degrees
Venables, Anne, Tan, Grace and Bellucci, Emilia 2009, The impact of learning in the workplace policy on differing ICT degrees, in WACE 2009 : Proceedings of the WACE 16th World Conference on Cooperative Education and Work Integrated Learning, World Association for Cooperative Education, Boston, Mass., pp. 1-6.
At Victoria University, the release of a new Learning in the Workplace and Community (LiWC) policy has been introduced to ensure that graduates are job and career ready. The policy underlines the importance of workplace contextual learning in all course deliveries and is scheduled for progressive implementation by 2010. For each degree, the policy mandates that a minimum of 25% of program content and assessment must be related to work integrated learning.
Compliance with the 25% shift poses significant challenges for its implementation upon all undergraduate programs since the policy is expected to impact upon program structures, unit deliveries, assessment practices, and course administrations. In particular, there has been an extensive review of existing approaches to learning and teaching in the programs that deliver information and communications technology (ICT) degrees across business and science faculties. This paper describes the current Bachelor of Science in Computer Science and Bachelor of Business in Information Systems programs identifying similarities and differences between the two offerings with respect to their learning in workplace components. It explores possible synergies between the two programs that could be capitalized upon to implement the LiWC policy and details the challenges to both faculties in mounting a coordinated response.
Reproduced with the kind permission of the copyright owner
Field of Research
080699 Information Systems not elsewhere classified
Socio Economic Objective
970108 Expanding Knowledge in the Information and Computing Sciences
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