Sonia Ferns

• PhD
• Managing Partner at LearnWork Consulting

The presentation highlights international student participants’ cognitive, attitudinal, and behavioural engagement in complicated agency–structure dynamics across three sensemaking stages: identifying knowledge and skills gaps, bridging them, and self-reflecting to strategise for the next steps. It then shares three new models for fostering (intern...

The presentation discusses findings from an empirical study that reveals how international students strategically engage in a cyclical perception–response process to ‘socialize the personal’ and ‘personalize the social’ during self-sourced, unstructured work placements. These insights were synthesized into a Perception–Response Model of Organizatio...

This presentation introduces a 5-S Model of Agentic Sensemaking (Vu, 2023) and discusses its applicability in work-integrated learning (WIL) research and practice, particularly in equipping and empowering students to enhance employability building and lifelong learning. The Model was distilled from salient findings of a doctoral research study (Vu,...

Work placement is an important aspect of higher education studies and career preparation. Effective preparation is crucial for students to succeed in placements, yet little is known about international students' placement preparation, particularly regarding their sensemaking. This qualitative study, guided by an integrative theoretical framework, e...

Mentoring of early career researchers (ECRs) in universities usually involves older, more experienced researchers providing guidance to younger researchers starting out in their careers. However, for women who enter academia as a second or more career (second +), this type of mentoring may not recognise the experiences these women bring with them o...

Some degree programs require students to complete self-sourced work placements as a condition for graduation, which is challenging for many international students as they face significant contextual constraints. The literature has indicated typical contextual challenges international students face while attempting to strengthen organizational socia...

The article introduces a Perception–Planning–Performing (3-P) Model of student engagement in securing placements. The Model can inform institutional strategies to support (international) students in building the essential capacities for effective placement/job seeking and study-to-work transition.

Universities are increasingly accountable for the quality of learning experiences and graduate outcomes afforded through a teacher-education degree. This research explored quality components of teacher education and how stakeholders can work collaboratively to embed work-integrated learning (WIL) in the student experience, thereby ensuring that gra...

Work-integrated learning (WIL), particularly workplace-based WIL, provides international students with opportunities to be exposed to authentic working contexts, consequently enhancing student employability development. However, the literature indicates that many international students struggle in WIL despite continuous efforts by higher education i...

Engineering relevant work experience is required for graduation with a tertiary engineering qualification from many Australian institutions. This requirement is frequently met by completion of industry placements. A collaborative workshop in 2021 hosted by Engineers Australia with current engineering students and industry supervisors revealed engag...

Globalisation has enhanced cross-border employment opportunities, resulting in a more competitive labour market for graduates. In response, the number of students pursuing overseas study as a way of gaining a competitive advantage is increasing. Integral to this pursuit are opportunities for exposure to the host country’s work contexts to gain glob...

In the contemporary workplace, data scientists who are capable of interdisciplinary collaboration are in high demand. Universities need to provide data science students with a plethora of learning opportunities that involve collaboration in interdisciplinary contexts and engagement with industry partners. Curtin University and Lab Tests Online Aust...

With an increase in international students enrolling in universities across Australia, as well as a reported interest in workplace experience, career advice and employability for international students the Work Placement for International Student Programs (WISP) project was timely (Barton, Hartwig & Cain, 2015). The research literature shows strong...

p>This study gathered and analysed the perceptions of graduates, employers, and the course team regarding graduate capabilities required for early professional success in pharmacy and the extent to which these capabilities are demonstrated in new graduates. The Graduate Employability Indicator (GEI) surveys were administered online to gather stakeh...

With a marked increase in the number of international students enrolling in university programmes across the globe, it is important that personal and professional experiences are positive. Of interest is the workplace component of international students’ study programmes, as these experiences provide opportunities for students to socialise into new...

This chapter reports from a study that examined the work integrated learning experiences of international students studying occupational therapy. We begin by setting the context with a short discussion of higher education, employability and work integrated learning. We then report on three student cases, discussing the students’ development before,...

What is internationalisation? What is interculturalisation? What will these concepts look like in the future? Will they exist or move beyond their current state? Where are universities/higher education institutions headed with their international strategies as they prepare global citizens for the future? How will universities of the future cater fo...

This study trialled a Work-Integrated Learning (WIL) Advisory Service, provided by the Chamber of Commerce and Industry of Western Australia (CCIWA) in collaboration with four WA universities. The service was established to broker relationships between industry and universities, support employers engaged in WIL and enhance the WIL experience for bo...

Work-integrated learning (WIL) enables the embedding of relevant real-world learning into curriculum resulting in students that are better prepared to enter the workforce and meet demands of employers seeking work-ready graduates. Research confirms students who undertake WIL as part of their degree consistently achieve better employment outcomes. I...

This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to employmen...

Authentic learning experiences that replicate workplace settings are essential elements of the student experience for optimising graduate employability outcomes. Work Integrated Learning (WIL) supports the development of generic attributes which are highly regarded by employers through embedding authentic learning experiences in curricular and co-c...

The need for graduates to be prepared for an unpredictable and complex workplace is challenging the traditional content-driven paradigm of a university education. Work integrated learning (WIL) is internationally recognised as a strategy for nurturing employability capabilities in students. Curriculum design where skill development is scaffolded ve...

The increasing emphasis on embedding work-integrated learning (WIL) in the higher education curriculum has impacted on teaching and learning approaches. While the benefits of incorporating experiential learning in the student experience are recognized by all stakeholders, additional costs incurred by students have not been identified. At the same t...

This paper establishes a framework for linking research and teaching (LRT) by developing industry-oriented student projects based on work-integrated learning theory (WIL). The major components of the WIL experiences and their relationships are identified. The scope of student projects may vary from a minor assignment project to a medium submission,...

The primary focus of this research was to determine the impact of work integrated learning (WIL) on the development of employability capabilities of students. With the emerging importance of simulation as an alternative or supplement to placement, the impacts of both placements and simulations were examined.

Electronic portfolios (ePortfolios) are a student focused tool which support and evidence work-integrated learning (WIL) experiences and capabilities in a tertiary education setting. Such settings are increasingly faced by a regulatory framework requiring evidence of student competency and skill acquisition. The commitment of educational institutio...

Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special i...

Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic...

In the coming decades, environmental, cultural, economic and social changes will have a profound global impact (Hajkowicz, Cook & Littleboy, 2012). The higher education sector is under pressure to transform the way it operates in response to these forces (Ernst & Young, 2012). The emerging knowledge economy, progressing technological capabilities,...

Work integrated learning (WIL) connects students with industry, business, government and community with the intention of creating authentic learning experiences that strengthen students’ capacity to develop work-ready skills. WIL has emerged as a key strategy for educational institutions in response to changes in tertiary education and the demand f...

Arguably, successful WIL activities contribute to a sustainable workforce for the future economic growth and improvement of the Australian economy. While there is a growing abundance of literature on work-integrated learning, specifically, fieldwork, there is little on how this is assessed, the quality of the assessment process and ultimately, the...

National ranking systems that determine funding, a competitive global market and increased student diversity are placing pressure on universities to provide quality teaching and learning experiences for students. Curriculum 2010 (C2010) is an initiative of Curtin University of Technology to ensure all courses offered at the university are of strate...

Curtin University of Technology has embarked on an ambitious three-year project (Curriculum 2010) to implement comprehensive course review for all of its courses by 2010. A key factor in reviewing courses is extensive internal and external stakeholder feedback. Internal data sources are used to report enrolment trends, school leavers' first prefere...

Teaching and learning are part of the core business of universities. For long term economic sustainability, as well as for graduate satisfaction from their investment in higher education, it is imperative that graduates enter the workforce with appropriate 'work ready' skills. The competitive climate in which higher education institutions operate h...