Abstracts
Abstract
The issues and experiences of work-integrated learning (WIL) accounting and financial planning academics across higher education (HE) institutions in developing innovative WIL programs are discussed by the authors. The authors reflect on their responsibilities and goals and how these aligned with student and institutional expectations for both work-based situations as well as classroom-based simulations. Cross-institutional collaboration on WIL approaches in undergraduate and postgraduate accounting courses reveal contrasting priorities and tensions when addressing the needs of stakeholders. Particularly noticeable are the institutional requirements for a technology-driven WIL curriculum, that meet with student, industry and institutional expectations. We contribute with insights on educator preparedness for delivering technology enhanced WIL programs and provide an in-depth analysis of academic engagement with WIL designs. Drawing on Activity Theory to analyse the constraints and confluences perceived in the design and teaching of WIL programs, this research contributes to our understanding of effective ways to manage this activity.
Keywords:
- WIL,
- Work-Integrated Learning,
- Design
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Appendices
Biographical notes
Mark O’Rourke is an associate professor and associate dean of learning and teaching in the School of Education at RMIT University, Melbourne, Australia. He has held roles in the university sector, encompassing director of learning and teaching, chair academic boards, senior manager, associate director, and head of school. Mark’s research expertise focuses on how the design of games-based learning activity systems adds meaning and relevance to education and training outcomes. Mark is a Fulbright Professional Scholar, having researched immersive training technologies with the Institute of Creative Technologies at the University of Southern California in Los Angeles. He has presented at national and international conferences and has received numerous awards.
Gillian Vesty is a professor and deputy dean L&T in the School of Accounting, Information Systems, and Supply Chain at RMIT University, Melbourne, Australia. She is a member of CPA Australia, and a board member of the IMA ANZ chapter. Her research interests seek to align management accounting’s performance evaluation, and strategic budgeting, with social impact research that address health and well-being challenges from an environmental and value-based healthcare perspective. She is also an active board member of Games for Change, Asia Pacific, fostering the nexus between simulated artefacts in the form of serious games to provide a powerful vehicle for ongoing experimental research.
Sonia Magdziarz worked in the insurance industry, then undertook further study in education, after which she worked in the TAFE sector for approximately nine years in a combination of teaching and program co-ordination roles. She also worked in the private sector, undertaking bookkeeping and accounting roles, while doing sessional lecturing and tutoring in the higher-educational sector prior to joining RMIT University as a lecturer in accounting in 2004. Sonia has a PhD in accounting education, and a strong interest in this field, accounting history, and the scholarship of teaching and learning.
Priyantha Mudalige is a senior lecturer and the course coordinator for accounting and finance at the University of New England in Armidale, Australia. With over 14 years of experience, he has taught accounting and finance courses at both undergraduate and postgraduate levels. Priyantha is also an active researcher, focusing on comprehensive studies in capital- market microstructure and corporate finance.
Connie Vitale is a senior accounting lecturer at Western Sydney University. Connie is the founding director, manager and supervisor of the Western Sydney University Tax Clinic, established in 2019, specializing in work-integrated learning. The main objective of this clinic is to bridge the gap between theory and practice for students considering taxation as a future career path. Connie brings over 30 years of professional tax experience and 20 years of higher-education teaching into the clinic, in order to achieve these objectives. Her research expertise includes work-integrated learning, the student experience, as well as tax and financial literacy.
Dorothea Bowyer is a senior lecturer at Western Sydney University (WSU) School of Business, since 2004. Her research is threefold, focusing on circular economy and sustainability reporting in the private and public sector, gender equity in higher education, and graduates’ career readiness. She has lectured and coordinated subjects at the undergraduate and postgraduate levels, implemented a WIL Project and research-based learning initiative, and taught as a guest lecturer in Germany and Italy.
Sujay Mair is a senior lecturer at the Department of Accounting, in the Faculty of Business and Economics at University of Melbourne, Australia. Prior to joining the university, he was a management consultant and fixed-income portfolio manager. Sujay graduated with a PhD from the University of Melbourne in 2018. His research interest lies in the area of performance management and incentive systems.
Sharon Soltys is a lecturer, specializing in work-integrated learning at the University of Melbourne, Australia. In addition to work-integrated learning, she has also lectured and coordinated various accounting subjects. Prior to joining the higher-educational sector, she held various accounting positions in industry, including serving as a financial controller. She is currently undertaking a PhD in work-integrated learning at the University of Southern Queensland in Australia.