GoodWIL Placements: How COVID-19 Shifts the Conversation about Unpaid Placements

Autor/inn/en	Hoskyn, Katharine; Eady, Michelle J.; Capocchiano, Holly; Lucas, Patricia; Rae, Sally; Trede, Franziska; Yuen, Loletta
Titel	GoodWIL Placements: How COVID-19 Shifts the Conversation about Unpaid Placements
Quelle	In: International Journal of Work-Integrated Learning, 21 (2020) 4, S.439-450 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2538-1032
Schlagwörter	COVID-19; Pandemics; Experiential Learning; College Students; Foreign Countries; Student Placement; Legal Responsibility; Ethics; Internship Programs; Engineering; Athletics; Business; Teacher Education; Elementary Education; Educational Technology; Technology Uses in Education; Compensation (Remuneration); Australia; New Zealand + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Collegestudent; Ausland; Schülerpraktikum; Strafmündigkeit; Ethik; Berufspraktische Ausbildung; Maschinenbau; Leichtathletik; Business studies; Wirtschaft; Betriebswirtschaft; Lehrerausbildung; Lehrerbildung; Elementarunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Abfindung; Kompensation; Lohnausgleich; Australien; Neuseeland
Abstract	This paper discusses how the COVID-19 pandemic can shift the conversation of paid and unpaid placements from an economic to a pedagogical and goodwill perspective. During the pandemic lockdown many placements were cancelled or postponed. Some continued as agreed but with students working from home, while other placements became unpaid. We build on the pertinent literature that raises legal, ethical, economic and pedagogical implications of paid versus unpaid placement models and what motivates placement organizations to offer placements. Four interdisciplinary trans-Tasman case studies are discussed to better understand the complex situations for placement organizations and universities to sustain WIL placements during this pandemic. Conclusions include recommendations to be vigilant and ensure goodwill is not used to mask the exploitation of students, but rather, positively influence the motivation behind offering placements during these trying times and beyond. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01