Summary Programme
NZACE Interim Conference Programme 2016
Accepted Abstracts
| ‘The Ends Justify the Means’ – Reconciling Reputation Management with The Meaning of Work in Co-operative Distance Education |
| “I’m from the university and I’d like to make a few changes”: Integration or disintegration ? |
| “Times that by 100” : Learning from international practica |
| “You can see it in their eyes”: learning flashpoints in work integrated learning (WIL) |
| A transactional model of critical reflection: Collaboration, advocacy, and engagement |
| Academic, supervisor, mentor, Mother: the emotional roller coaster of facilitating the student Work Integrated Learning placement journey |
| Are Internships Less Academically Robust Than Final Projects? Answering the Critics |
| Are students acquiring the skills, competencies and work experience that align with industry needs and WIL course design? |
| Benefits of Cooperative Education: Student perceptions at Manukau Institute of Technology |
| Bringing theory and practice together: Mentoring for Leadership |
| Cooperative & Work-integrated Education in the South Pacific |
| Designing and implementing work-integrated learning within a computing degree course |
| Diversity down under: regional challenges placing international students in industry |
| Don’t Get Left Behind! The Use of LinkedIn and Online Technology to Record Experience |
| Employer Expectations For Number and Length of US Internships: Implications for Preparing Young Adults to Enter the Workplace |
| Giving Academic Credits for Students Who Have Obtained Summer Internships |
| Growing under the radar – emerging opportunities in digital sector work |
| Having a student around: What is the impact on the workplace team? |
| Industry Based Learning – a student’s perspective |
| Internship as Overseas Experience for International students |
| Learning Motivations and Learning Barriers: On Overseas Internships |
| More than a university topic: Work integrated learning as partnerships to make a significant and sustainable difference to less privileged communities at home and abroad |
| Participants’ experience and impact on their practice from engaging in an online professional development WIL module |
| Promoting Development of Critical Thinking through Work-Integrated Learning |
| Psychology Interns, Alumni and Field Supervisors: Collaboration via Online Community of Practice |
| Reflections on implementing a new WIL module in a provincial NZ tertiary institution |
| Setting Great Expectations: Better People Make Better Graduates |
| Some aspects of supervising students’ action research: challenges and possible solutions |
| Students’ advice about learning off campus: Have courage and expect the unexpected |
| Synergy of a Cooperative Education Project: A Case Study |
| The effectiveness of strength and conditioning internships among undergraduate students: A Students’ perspective |
| Using a “Placement Portfolio” to prepare Health Sciences students for the WIL journey and beyond |
| Vocational Thresholds in GP medicine, carpentry, and engineering |
| Work-Integrated Learning Qualities of First Year Assessments in the Bachelor of Exercise and Sport Science |