A Work-Integrated Learning (WIL) program for industry professionals in NZ-Horticulture

Abstract

Background & Research Aim: The horticultural sector is an integral part of New Zealand’s primary industry. For the past decade, horticultural leaders in Australasia have called for tertiary education programs that allow the next generation of professionals to gain work experience alongside their studies [1]. The diploma program “Horticultural Business” (DIPHORTBUS) is a WIL program for horticultural professionals tailored to this need. The program builds on elements of self-directed learning and faceto-face workshops. The courses deliver strategy, financial management, innovation, entrepreneurship, and marketing concepts. While for undergraduates in horticulture and agriculture, work-integrated learning experiences are well established (e.g., sandwich models and internships) [2], programs for industry professionals are yet to be more widely explored. Building on the work of Acuna et al. (2019), who describes the design and execution of a program for industry professionals [1], the present study is dedicated to Academics engaged in such programs and serve as content creators, teachers, examiners, and supervisors. The present study is twofold and aims to a) identify factors influencing the practices of these academics and b) further understand how they execute their complex and multifaced roles in these programs. Results & Discussions: The practices of academics involved in WIL programs are influenced by disciplinary traditions, the specific type of WIL model, the variation of people involved, and the degree of involvement of academics with students. These findings align with Winchestor-Seeto et al. (2016), who discuss academic role execution and influential factors in undergraduate programs [3]. The DIPHORTBUS program requires academics engaged in the delivery to work together closely. The delivery must combine finance, marketing, and entrepreneurship content and be meaningfully tailored to the horticultural lifeworld. Academics with knowledge in both subject areas facilitate the stretch to unite disciplinary traditions. In addition, academics need to accommodate students' personal and professional circumstances. For instance, academic progress, unemployment during the study, work- related peak seasons, such as harvest, and the nature of the industry, including natural disasters. Pastoral care, ethical decisions, and flexibility are critical to the program’s success. Pastoral care requires program directors, examiners, and learning success advisors to play administrative, educational, and support roles [4]. Examiners must balance the dual role of advisor and evaluator [3]. In WIL programs, continued advice and mentoring are required, whereas pastoral care is mainly executed in crisis circumstances [4]. The extent of pastoral care depends on the individual academics understanding of the role. Lessons for the WIL Community: The demands towards academics in DiPHORTBUS and other WIL programs are often complex and need stronger notice within institutions. Students require professional and emotional support beyond the three critical academic roles. The perception of roles, responsibility, and execution is a key challenge in the delivery. The intersection of supervision, pastoral care, and education can be an area of conflict between stakeholders in programs.