Title:
Reflections on implementing a new WIL module in a provincial NZ tertiary institution.
Background:
In 2015, Wintec’s Centre for Business Information Technology and Enterprise (CBITE), embarked upon a work integrated learning (WIL) module, as part of an applied management degree programme. This case study tells the story of the collaboration and engagement emerging through this experience.
Unique Features:
This paper describes the complexity of a implementing a new WIL module in both a degree and graduate diploma programme. It shows how we overcame multiple issues of diversity.
Discussion/ Argument:
The paper tells the story of how we at Wintec implemented the cooperative education programme with a strong research focus. This research requires students to apply theoretical knowledge to a work based project, aiming to ensure the planned and structured outcomes of WIL are achieved (Coll & Zegwaard, 2012). Students found difficulty in applying previous learning with confidence. Likewise supervisors found it essential to embrace a collaborative process with other staff and students.
This paper identifies how we came to terms with:
• an ethnically diverse student cohort
• student expectations
• student pre-requisite knowledge
• staff confidence
• a complex programme structure.
Implications/Issues:
Academic supervisors identified the main issue in the WIL module as comprehending the complexities and difficulties in completing the research aspect. This new understanding has resulted in staff members altering delivery and assessments in pre-requisite courses, to attempt to ensure that students are fully prepared for their project (Gracia, 2008; Mann, 2001). However implications exist for international graduate diploma students who do not have these pre-requisite courses.
This paper aims to share our experiences with others who may be starting the WIL journey and to seek reflections from those further down the road.

References:
Coll, R. K., & Zegwaard, K. (2012, 29 October -2 November 2012). An International Perspective of Cooperative and Work-Integrated Education: A Synthesis of Themes from the Second Edition of the International Handbook for Cooperative and Work-Integrated Education Paper presented at the Australian Collaborative Education Network National Conference, Geelong.
Gracia, L. (2010). Accounting Students' Expectations and Transition Experiences of Supervised Work Experience. Accounting Education: an international journal, 19, 51-64.
Mann, S. (2001). Alternative perspectives on the student experience: alienation and engagement. Studies in higher Education, 26, 7-19.