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From the first year to the final year experience: Embedding reflection for work integrated learning in a holistic curriculum framework
International Journal of the First Year in Higher Education (2013)
  • Mandy Shircore, James Cook University
  • Kate Galloway, James Cook University
  • Nichola Corbett-Jarvis, James Cook University
  • Daniel Ryan, James Cook University
Abstract
Transition pedagogies relate not only to transition into higher education, but also transition out – and into the workplace. This paper explores the way in which a suite of new capstone work integrated learning subjects at James Cook University's Faculty of Law Business and Creative Arts forms part of a deliberately designed program inculcating reflective skills at introductory and developmental levels, in preparation for this final transition. It highlights the importance of integrating first year experience, including content and skill development, with the whole degree.
Keywords
  • Transition,
  • firsty year to capstone,
  • work integrated learning,
  • reflection
Publication Date
2013
DOI
http://dx.doi.org/10.5204/intjfyhe.v4i1.158
Publisher Statement
Published version

Shircore, M., Galloway, K., Corbett-Jarvis, N., and Daniel, R. (2013). From the first year to the final year experience: Embedding reflection for work integrated learning in a holistic curriculum framework. International Journal of the First Year in Higher Education, 4(1), 125-133. 

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Citation Information
Mandy Shircore, Kate Galloway, Nichola Corbett-Jarvis and Daniel Ryan. "From the first year to the final year experience: Embedding reflection for work integrated learning in a holistic curriculum framework" International Journal of the First Year in Higher Education Vol. 4 Iss. 1 (2013) p. 125 - 133 ISSN: 1838-2959
Available at: http://works.bepress.com/kate-galloway/15/
Creative Commons license
Creative Commons License
This work is licensed under a Creative Commons CC_BY International License.