Online-Business-SolutionsInnovative pedagogies for developing business graduate capabilities

Business Graduate Capabilities Forum

Graduate business capabilities have taken on a new importance as a result of the Australian Qualifications Framework (AQF), the development of threshold learning outcomes in several business fields as well as ongoing pressure from peak industry bodies to produce work ready graduates.

Network with peers, hear the latest thinking and gain insight into the role of pedagogy in the future of business education.

Sydney 10 November 2014

Melbourne 11 November 2014

Brisbane 3 December 2014


Curate, Credential and Carry Forward Digital Learning Evidence: National Forum

November 13, 2014, Deakin University, Burwood campus

Mozilla’s Open Badges project has opened up a new way of recognising skills and learning through an open, stackable framework and provided an opportunity to recognise more detailed aspects of learning. For example, whereas achievement of learning may be somewhat invisible in collated marks and grades, open badges enable the warranting of capabilities including those that are difficult to measure (such as team work and intercultural competence). Badging skills, experiences and knowledge can supplement or even replace traditional assessment signals such as marks and grades. Open badges can also enable a more social approach to assessment: badges can be issued or endorsed by designated stakeholders – peers, mentors, industry, associations – both within and outside of an institution and build the learner’s ability to judge their own and others’ performance.


  1. Dan Hickey, Indiana University; Director of the Open Badges Design Principles Documentation Project
  2. Nan Travers, SUNY, Director of the Office of Collegewide Academic Review
  3. David Gibson, Curtin University
  4. Allyn Radford, CEO, DeakinDigital
  5. Michael Evans, Neukom Fellow, Dartmouth College
  6. Joanna Normoyle, Experiential and Digital Media Learning Coordinator; UC Davis
  7. Janet Strivens, Centre for Lifelong Learning Educational Development Division, The University of Liverpool, Senior Associate Director, The CRA
  8. Susi Steigler-Peters, Education Industry Executive, Telstra

Register here

ACEN Board elections

The following people were elected at the 2014 AGM

Judie Kay, Assistant Director, Careers & Employment, RMIT University*

Judith Smith, Associate Director, Academic – Real World Learning, Learning and Teaching Unit, Queensland University of Technology*

Dr Michael Whelan, Head of School, Environment, Science and Engineering, Southern Cross University*

Dr Annabelle Willox, Director, UQ Advantage Office, The University of Queensland

John McPhee, Director, Professional Placements, Swinburne University of Technology

*re-elected, had served on the Board in 2013-14

Read the President’s report as presented at the AGM.

2014 ACEN Conference - Gold Coast - Sep 29 to Oct 3, 2014ACEN Conference

Download the 2014 Conference Full Proceedings or separate papers.

Study to explore the potential for debriefing in Experience Based Learning

macquarie-university-logoThe Learning and Teaching Centre at Macquarie University is conducting a study to explore the potential for debriefing to promote learning flashpoints (moments of realisation) in Experience Based Learning (EBL). The goal of this research is to investigate approaches to debriefing in EBL and its role in facilitating flashpoints in learning, as well as identifying how academics can collaborate more effectively with host/workplace supervisors. A secondary aim of this research is to compare the effectiveness of phone vs. face-to-face interviewing.
How to become involved (PDF)

WACE Research Grant announced $15,000 (USD) over two years

Developed by the WACE International Research Group Executive

Value and Duration: $15,000 (USD) over two years (Inaugural grant sponsored by WACE)

A research grant will be awarded to a researcher or a research team for a single research project. The project must be completed within two years of receiving the notification of the award. To encourage completion of the project and dissemination of the results, the grant will be dispersed in two installments – 75% of the grant dispersed immediately and the final 25% will be dispersed when a final report (not the final paper) is submitted to the IRG and a proposal accepted for presentation at a WACE conference or symposium.

Proposal Deadline: November 1, 2014 Decisions announced: February 1, 2015

Purpose of the Award: WACE seeks to promote research activity that will advance and strengthen the understanding of cooperative and work-integrated education (CWIE) in post-secondary/tertiary education across the globe and has, at its core, a focus within one of the identified WACE research themes. (see link)

Focus of the Award: An awarded study may sample from a variety of disciplines, but the study findings must address one of the themes identified by the WACE research committee. The results should have educational implications for CWIE programs across geographic regions and/or more than one institution. Preference will be given to proposals involving two or more collaborators.

Further details and criteria (PDF)

Sonia Ferns at the launch of the new HERDSA Guide ‘Work Integrated Learning in the Curriculum’ – July 2014, Hong Kong HERDSA Conference

Sonia Ferns at the launch of the new HERDSA Guide – July 2014, Hong Kong HERDSA Conference

HERDSA Guide - Work Integrated Learning in the Curriculum, edited by Sonia FernsNew HERDSA Guide ‘Work Integrated Learning in the Curriculum’

Edited by Sonia Ferns (ACEN Board member)

This HERDSA Guide highlights the uniqueness of WIL and the opportunities and challenges it affords. The Guide provides insights into curriculum design, performance-based assessment, academic standards, risk management, institutional leadership, building staff capacity and evaluation strategies for WIL. The Guide offers a range of existing, new and emergent perspectives about WIL in a global context and provides useful information for practitioners and institutional leaders.

ACEN members will be able to purchase the Guide at the HERDSA member price (more details shortly).


shutterstock_109092869-researchACEN Research Grants announced

The two successful proposals this year are:

Learning and teaching through PACE: Changing roles and environments

Dr. Maria Amigo (Sociology, Macquarie University), Dr. Justine Lloyd (Sociology, Macquarie University)

Brief Overview: WIL projects require radical and far-reaching transformations in routine roles and working environments of academics, students and workplace supervisors. This study seeks to investigate the challenges, opportunities, and practicalities entailed in this dynamic, in order to better understand how to brief and support the three groups of stakeholders involved.

Enhancing Work-Integrated Learning outcomes among international students in Australia

Dr Denise Jackson, Edith Cowan University; Professor Ken Greenwood, Edith Cowan University with industry partners

Brief Overview: This project explores current WIL offerings among WA universities and identifies best practice in the WIL processes for international students. Through canvassing employer, academic and student perspectives, it will identify the challenges and barriers experienced in managing WIL among international students and recommend strategies for enhancing their WIL outcomes.

Access, participation and progression in WILEnhance access, participation and progression in WIL

‘Building institutional capacity to enhance access, participation and progression in work integrated learning’ is an Office for Learning and Teaching project.

Successful WIL activities offer many benefits to students and can contribute to a sustainable workforce for future economic growth. Yet some students face barriers in gaining access to full engagement with such activities. The aim of this project is to translate inclusive education principles into the WIL context in order to improve student access, participation and progression. The project uses a strategic approach across four levels: principles, policies, guidelines, and processes to support students from diverse backgrounds in the disciplines of built environment, business and health.

More information and/or to make a contribution to the project

WIL-leadership-logoThe WIL Leadership Framework

The WIL Leadership Framework represents a multi-layered description of the capabilities employed by WIL leaders. These WIL capabilities have been integrated into five WIL leadership domains:

  • Shaping the WIL vision
  • Creating and sustaining WIL relationships
  • Fostering WIL engagement, expertise and student learning
  • Communicating and influencing WIL
  • Driving organisational and joint industry/university WIL outcomes

The Work Integrated Learning (WIL) Leadership Framework was an Office for Learning and Teaching project, Leading WIL: A distributed approach to enhance Work Integrated Learning.

The goal of the project was to develop:

  • a better understanding of the characteristics of WIL and WIL leadership needs in Australia framed within a context of distributed leadership;
  • strategies to build the capabilities and capacities that are needed by WIL leaders.

See the project website

2014_AAGE-conf_logo26th Annual AAGE Graduate Recruitment & Development Conference

Wednesday 29 to Friday 31 October 2014 • Crown Conference Centre, Southbank, Melbourne, Victoria
The AAGE Annual Conference is ideal for those involved with graduate recruitment and development, including human resources professionals, university careers advisers, service providers and professional associations with graduate programs. The program contains a variety of keynote presentations, workshops, panels and discussion groups which allow the sharing of knowledge across the 300 or so delegates.

Further information via:

ACEN signs Statement of Intent with industry groups and Universities  Australia

A new agreement between Universities Australia and business groups will improve the work-readiness of university graduates, expand their job opportunities as well as enhance outcomes for employers. The agreement, formally announced during an address by Universities Australia Chair Professor Sandra Harding at the National Press Club in Canberra  on February 26, comes as the Federal Government and G 20 Ministers commit to a new target for growing the global economy by an additional two per cent.

Signatories to the agreement are: Universities Australia, Australian Chamber of Commerce and Industry, Business Council of Australia, Australian Industry Group, and the Australian Collaborative Education Network Ltd.

WIL statement of intent (PDF)

Full media release from Universities Australia

ABC Radio

Address to the National Press Club, February 26, 2014 by Professor Sandra Harding, Chair, Universities Australia

work-based-learning-framework-EurWork Based Learning as Integrated Curriculum (Europe)

The Erasmus funded Work Based Learning as an Integrated Curriculum (WBLIC) project is coming to an end there are some  outputs which may be of interest:

  • An overview of work-based learning in Europe which highlights the need for a common framework to capture the essential characteristics of a range of forms of WBL to inform policy development, implementation and evaluation at the national and European levels
  • A  number of unique case studies from European partners in seven states describing the curriculum development cycle and reflecting WBLIC specific programmes across a range of disciplines, levels and duration
  • An evidence informed Framework for Good Practice designed to articulate a set of indicative principles and practice guidelines to raise awareness of WBL and inform the development of WBLIC in Higher Education

Resources including ‘A Framework for Good Practice’

Pre-Place Preparation Program resource

Pre-place-logoPre-Place is an award-winning, multi-disciplinary online program designed to provide workplace intelligence to tertiary students prior to an  industry placement. The program, produced by Flinders University,  covers university  policy requirements and procedures such as work health and safety; problem solving skills and professional attitudes and skills.


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