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Creative Industries students will gain real world work experience in order to link university study with professional practice in their chosen industry. This advanced-level (capstone) unit is offered during the final years of an undergraduate degree course at which time students are able to transfer university skills and knowledge to a workplace or professional context.
It is important that Creative Industries students gain real world work experience in order to link university study with professional practice in their chosen industry. Students need to equip themselves not only with skills and discipline knowledge gained in the classroom, but also with understandings and experience gained from working within a real world environment so that they may function and flourish when they enter the workplace. This unit will focus on facilitating the transference of skills into the workplace via participation, observation and reflection, focusing on the relationships between academic and professional knowledge. This advanced-level unit is available from third year onwards in undergraduate degree courses. This is the appropriate time in students’ course progression to transfer academic skills and learning to a workplace or professional context.
IMPORTANT NOTES: Internships may be undertaken with an established commercial business, a charitable or not-for-profit organisation, or a government agency. Internships are broadly defined as work within an organisation in a clearly defined role. The key characteristic of an internship is that the student is embedded on site with a third party (Industry Partner), who can mentor the student in their CI field and contributes to the evaluation of the internship. Internship positions are normally unpaid. Should you accept an offer of a paid position, you will not be covered by QUT insurance. You are required to complete 100 hours with an Industry Partner for your internship. The following notes are specific to the Creative Industries Faculty: 1. All students are responsible for finding their own internship. Take the necessary preparatory steps in the weeks prior to the semester. The CI WIL team and Academic Supervisors provide limited assistance. 2. View selected internship positions on the CIF Work Integrated Learning Blackboard Hub (NB: not available for all disciplines) 3. You may not use an existing employment position as an internship. If you wish to undertake an internship at your current place of employment, you must negotiate a new role consisting of substantially new duties. The Industry Partner must email your Academic Supervisor an outline of how your new role differs from the existing position prior to the start of your internship. 4. If unable to secure an internship by Week 4 you should withdraw from the unit to avoid academic or financial penalty. Extensions will only be granted to students who can provide evidence that they are on the cusp of securing an internship.
BCI students may only undertake an internship in an area relevant to their CI major, CI co-major or CI second major. BCI students need to have completed 5 units within the major area of their choice.
This unit aims to provide you with:
On completion of this unit you should be able to:
Identify and implement relevant discipline knowledge, concepts, skills and practices in an internship role.
Utilise relevant professional/practice-based approaches to gain knowledge and effectively communicate in the workplace.
Effectively communicate in organisational and professional settings, while working independently and collaboratively.
Critically reflect on and evaluate your professional practice through oral, written and visual media.
This unit addresses content including:
This unit requires you to engage in onsite fieldwork, participating in a Creative Industries workplace; to participate as an intern in the activities and workflow of that work setting; and to engage in reflection, analysis and evaluation of the workplace. The following supports and approaches have been put in place to support your learning:
Assessment is designed to address multiple aspects of professional practice, the variety of internships undertaken across the Faculty and the breadth of discipline-specific experiences through three WIL specific lectures and five discipline specific tutorials.
The unit involves a series of modules accessible via http://wil.ci.qut.edu.au/
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Required readings: Required readings for this unit will cover management styles, communication at work, reflective practice, professional ethics and workplace issues and will be available online via your Blackboard unit website.
Gardner, H., Csikszentmihalyi, M., Damon, W. (2001). The Conditions of Good Work – chapter 2 in Gardner, H., Csikszentmihalyi, M., Damon, W, Good work : when excellence and ethics meet, New York: Basic Books, pp.15-36.
Grace, Damian and Cohen, Stephen. (1998). Chapter 1 : Ethical Reasoning in Business in Grace, Damian and Cohen, Stephen, Business ethics : Australian problems and cases, Melbourne: Oxford University Press, pp.1-36.
Hutton, Miriam. (1989). Learning from Action: A Conceptual Framework in Weil, S. W., McGill, I. (Editors), Making sense of experiential learning : diversity in theory and practice, Milton Keynes: The Society for Research into Higher Education and OUP, pp.50-59.
Locker Kitty. (1997). Job interviews, follow up letters and calls, and job offers in Locker Kitty, Business and administrative communication, Boston Mass: Irwin McGraw Hill, pp.554-575.
Boud, David. (2001). Using journal writing to enhance reflective practice New Directions for Adult and Continuing Education, (90), 9-18.
Schon, D. (1983) The reflective practitioner: how professionals think in action. Basic Books, New York p. 49-69.
Schon, D., Ramage, M. and Shipp, K. (2009). Systems thinkers. Springer, London
Smith, Elizabeth A. (2001). The role of tacit and explicit knowledge in the workplace Journal of Knowledge Management, 5 (4), 311-321.
Recommended readings: As this is an advanced-level unit, you are required to identify and draw on relevant literature and examples of practice from your discipline.
All students and staff are required to complete the Tier 1 CIF General Health and Safety Induction for access to campus buildings and facilities. This must be completed online.
Students must submit the proposal, make themselves aware of and abide by the occupational health and safety requirements of the workplace, and are expected to undergo any induction or other training provided for employees or visitors to the workplace as appropriate.
Students should address intellectual property and conflict of interest considerations with the prospective Industry Partner before the commencement of the internship.