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The Strengths and Weaknesses of a ‘Learning while Earning' Variation of Work-Integrated Learning (WIL)

The Strengths and Weaknesses of a ‘Learning while Earning' Variation of Work-Integrated Learning (WIL)

Kaye Clark
Copyright: © 2014 |Volume: 3 |Issue: 3 |Pages: 13
ISSN: 2155-496X|EISSN: 2155-4978|EISBN13: 9781466656239|DOI: 10.4018/ijqaete.2014070102
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MLA

Clark, Kaye. "The Strengths and Weaknesses of a ‘Learning while Earning' Variation of Work-Integrated Learning (WIL)." IJQAETE vol.3, no.3 2014: pp.55-67. http://doi.org/10.4018/ijqaete.2014070102

APA

Clark, K. (2014). The Strengths and Weaknesses of a ‘Learning while Earning' Variation of Work-Integrated Learning (WIL). International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), 3(3), 55-67. http://doi.org/10.4018/ijqaete.2014070102

Chicago

Clark, Kaye. "The Strengths and Weaknesses of a ‘Learning while Earning' Variation of Work-Integrated Learning (WIL)," International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE) 3, no.3: 55-67. http://doi.org/10.4018/ijqaete.2014070102

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Abstract

The background focus of this discussion about work-integrated learning is the three streams of undergraduate Built Environment programs at Central Queensland University that are accredited by their relevant industries. CQU's students' truly work-integrated learning experience may be considered to be a 'self-paced flexible learning while earning' process. Relevant background theories of philosophy and the more recent manifestations of WIL are discussed at length in considering the strengths and weaknesses of the formal and informal opportunities for putting theory into practice in this alternative form of work integrated learning.

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