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Work-integrated learning as a component of the capstone experience in undergraduate law

By Judith McNamara, Sally M. Kift, Des Butler, Rachael M. Field, Catherine Brown and Natalie Gamble

Abstract

There is currently little guidance in the Australian literature in relation to how to design an effective capstone experience. As a result, universities often fail to provide students with a genuine culminating experience in the final year of their degree. This paper will consider the key objectives of capstone experiences – closure and transition – and will examine how these objectives can be met by a work-integrated learning (WIL) experience. This paper presents an argument for the inclusion of WIL as a component of a capstone experience. WIL is consistent with capstone objectives in focusing on the transition to professional practice. However, the capacity of WIL to meet all of the objectives of capstones may be limited. The paper posits that while WIL should be considered as a potential component of a capstone experience, educators should ensure that WIL is not equated with a capstone experience unless it is carefully designed to ensure that all the objectives of capstones are met

Topics: 180000 LAW AND LEGAL STUDIES, Work-integrated learning, capstone, final year experience, transition, closure, LJHERN
Publisher: New Zealand Association for Cooperative Education
Year: 2012
OAI identifier: oai:eprints.qut.edu.au:49615

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