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Supervision in work experience for learning programs
Conference paper   Peer reviewed

Supervision in work experience for learning programs

J Hays and Michael D Clements
Proceedings of the 17th World Conference on Cooperative & Work-Integrated Education, pp.1-12
World Conference on Cooperative & Work-Integrated Education, 17th (Philadelphia, United States, 14-Jun-2011–17-Jun-2011)
WACE
2011
url
http://www.waceinc.org/philly2011/proceedings.htmlView
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Abstract

Education Systems supervisors supervision learning outcomes learning enhancement work experience for learning higher education
Few would dispute that supervision is an important element in work-study programs. However, the role supervision plays in learning and, specifically how it serves to bridge the theory-practice divide remain unexplored and under-theorised in the literature. While exceptional academic supervisors and mentors go to great lengths to help students make the connection between work and study, university work-related programs tend to lack frameworks and support mechanisms bridging theory and practice. As a consequence, many academic supervisors are unwilling or unable to provide the facilitative learning students need before, during, and after their work experiences / placements. More can and should be done to enable student learning if these programs are to ensure the best possible overall experience and learning of students on the job. The paper identifies opportunities to enhance the experience and learning before, during, and after the work placement. The major conclusion is that supervision is crucial to a positive work-study experience and effective learning for students. A model for assessing, developing, and supporting academic supervisors is provided; and a research agenda for supervision in work experience for learning programs is outlined.

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