Reflection on the impact of international work integrated learning (WIL) placements: a 20 year study
Bibliographic record
Abstract
Chemistry, University of Surrey (UK) and Swinburne University of Technology (Australia) have been involved in an international work integrated learning (WIL) student exchange programme for more than 20 years. Students undertaking a 4-year chemistry-based undergraduate degree course spend 12-months on placement at a chemical company in numerous countries, such as, the UK, Australia, Canada, New Zealand, etc. Most students feel that this type of WIL experience is 'fantastic' and provides the opportunity to develop academic and future career competencies along with broadening their personal and cultural ideas. Cultural development, including personal development, language enrichment and learning about one's national and international identity may be more rewarding credits of the overseas placement experience. Many former WIL students cite that their international placement played a major role in their career development, and the challenges they had to confront and resolve provided a strong backbone for dealing with future problems. Moreover, many reported that a major bonus of international WIL was that they meet their future partner and the multi-lingual and culture learning outcomes have changed the way they address the upbringing of their own children. More outcomes will also be reported.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.027 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".