Work-integrated learning and professional accreditation policies: An environmental health higher education perspective

Louise Dunn, Rosemary Nicholson, Kirstin Ross, Lisa Bricknell, Belinda Davies, Toni Hannelly, Jane-Louise Lampard, Zoe Murray, Jaques Oosthuizen, Anne Roiko, James Wood

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The introduction of a new work-integrated learning (WIL) policy for university environmental health education programs seeking professional accreditation identified a number of problems. This included how to evaluate the acceptability of differing approaches to WIL for course accreditation purposes and a need to develop an agreed understanding of what constitutes WIL in environmental health. This paper describes a Participatory Action Research (PAR) approach undertaken as an initial step towards addressing these problems. The key recommendation from this research is the need to develop a framework to evaluate approaches to WIL in environmental health. In such a framework, it is argued that a shift in focus from a specified period of time students are engaged in WIL, to greater consideration of the essential pedagogical features of the WIL activity is required. Additionally, input from all stakeholder groups, universities, students, employers and the professional body, is required.

Original languageEnglish
Pages (from-to)111-127
Number of pages17
JournalInternational Journal of Work-Integrated Learning
Volume19
Issue number2
Publication statusPublished - 2018

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    Dunn, L., Nicholson, R., Ross, K., Bricknell, L., Davies, B., Hannelly, T., Lampard, J-L., Murray, Z., Oosthuizen, J., Roiko, A., & Wood, J. (2018). Work-integrated learning and professional accreditation policies: An environmental health higher education perspective. International Journal of Work-Integrated Learning, 19(2), 111-127.