Slack, Parker and Doyle (2024). Reflections on integrating a transition pedagogy with work-integrated learning in the design of a capstone consulting project. Work-Integrated Learning New Zealand 2024 Refereed Conference Proceedings.
This paper explores how a transition pedagogy can inform the design of a multi-stage, multidisciplinary capstone project in a graduate programme, and how integrating curriculum design and WIL thinking could better facilitate the transition of graduates from university to the workforce. The paper draws insights from a specific case study and relevant literature.
Transition pedagogy explores how the academic community “theorise and impact our students’ experiences of their determinative first year in higher education” (Kift 2015: 51). Gale and Parker (2011: 27-28) summarise key features of a transition pedagogy as an approach that is: coherent, integrated, coordinated, intentional, cumulative, interconnected and explicit.
The project tasked students with developing a professional business case. Designed as a capstone team-based experience, the project allowed the students to leverage their common foundation and to access their diverse disciplinary specialisations. A distinctive element of project was its consulting nature – a commercial team delivering to a public sector-client. The approach, underpinned by the New Zealand Treasury’s Better Business Case framework, explicitly encouraged the disciplinary and multi-disciplinary work to happen.
The linked stages of this project form a sequence of interactive, reflective and iterative learning opportunities – an “an experiential learning process” (Winborg and Hagg 2022: 674). The consulting project was “geared toward making connections between classroom learning and on-the-job experiences” (Kramer and Usher, 2011: 2). The ‘gearing’ in this project was multi-layered linking:
• one sub-case to another supported by an overarching strategic objective;
• one task to another, with feedback, reflection and refinement in between;
• one student to another to iterate between independent progress and collaboration;
• one discipline to another, highlighting how multiple disciplines work together to deliver.
In the case study considered in this paper, the students took the initiative and kicked the project up a further gear and engaged with an actual policy agency and government officials, creating a full work-integrated learning experience for themselves.
The paper offers insights for educators into programme and course design to support graduates' transition to the workforce, with a focus on working across disciplines. It underscores embedding transition pedagogy within a programme of study. The paper outlines an approach and set of practices to assist students integrate their earlier education with work-focussed learning. We posit that earlier intentional integration of this approach into curriculum design will better build adaptability skills and support transition to work.
History
Preferred citation
Slack, A., Parker, B. & Doyle, C. (2024, January). Slack, Parker and Doyle (2024). Reflections on integrating a transition pedagogy with work-integrated learning in the design of a capstone consulting project. Work-Integrated Learning New Zealand 2024 Refereed Conference Proceedings. In Work-Integrated Learning International Conference 2024, Wellington. https://wilnz.nz/wp-content/uploads/WILNZ-Proceedings-2024.pdf
Conference name
Work-Integrated Learning International Conference 2024