CALL FOR REFEREED PAPER & ACADEMIC POSTER ABSTRACTS
  (Download this link for PDF of Instructions)
  WACE’s 10th International Symposium will focus on

RESEARCH & DEVELOPMENT in CWIE*
and will feature REFEREED PAPERS & ACADEMIC POSTERS.


*Cooperative & Work Integrated Education (CWIE) is a term created by WACE
to acknowledge and embrace all forms of work-integrated learning.
   
  Please see the Abstract Submission Form tab on the event webpage to submit your 250 word abstract,
where you will identify one of the following ten Research Sub-Themes and applicable Stakeholders
(employers, institutions, students, society) to categorize your Refereed Paper or Academic Poster submission.
   
  INTERNATIONAL SYMPOSIUM THEME
“Creating an Excellent Foundation for CWIE Research”
   
  RESEARCH SUB-THEMES
   
 
1.) Skill Set Acquisition for Employability 7.) Assessment
2.) Tacit Knowledge, Attitudes, and Health 8.) Supervision and Mentoring
3.) Mapping Expectations 9.) Sustainability
4.) Social Inclusion and Equality 10.) Other (i.e. Research Related to Learning
5.) Social and Political Trends Outcomes, Quality Initiatives, etc.) This category
6.) Interdisciplinary Knowledge is designed to accommodate CWIE professionals who are not researchers.
   
  Please find additional information on the Research Sub-Themes in the below table. WACE would like to thank the WACE International Research Group for developing these themes and stakeholders.
   
  Refereed Paper & Academic Poster Deadlines
   
 
May 1, 2013 – December 1, 2013:   Abstract Submission Period for Refereed Papers & Academic Posters
(with rolling review & acceptance; early submissions are highly recommended)
     
December 1, 2013:   All Refereed Paper Abstract Authors & Academic Poster Abstract Submitters will Receive Comments by this date
     
January 15, 2014:   Full Refereed Papers Due for the Refereed Paper category
     
March 1, 2014:   Refereed Paper Authors will Receive Comments by this date
     
April 1, 2014:   Refereed Paper Authors & Academic Poster Presenters Must Register to be included in International Symposium Program
    (Optional) Revised Refereed Papers due (based on reviewers’ comments)
     
May 15, 2014:   Conference Proceedings (abstracts & full papers) posted on WACE website
   
  REFEREED PAPERS
   
  General Information
   
 
  • Description: Refereed Papers are those that feature empirical work and are written with the intention of being published in an educational journal subsequent to the conference.

  • Blind-Review Process: The review of both their initial abstract and final paper will be conducted through a blind-review process.

  • Online Conference Proceedings: The abstracts and full papers will be featured in the online Conference Proceedings, which are housed on the WACE website. Should an author wish not to have his/her full paper featured due to a publishing conflict with a journal to which he/she will subsequently submit the paper, the author should notify the WACE Secretariat (and then only the abstract will be published in the WACE online Conference Proceedings). The online Conference Proceedings will contain an assigned ISSN.

  • Presentation: Presentations will be scheduled in a 35 minute time slot, with indicatively 25 minutes of presentation and 10 minutes of discussion.
   
  Submission Guidelines
   
 
  • Research Papers: All Refereed Papers will be Research Papers and should focus on and specifically identify one of the ten Research Sub-Themes listed.

  • Submission Criteria: If the abstract is accepted, a full paper must be submitted no later than January 15, 2014 for the blind-review process, in which the paper will be critiqued by a team of international reviewers who will submit completed evaluation forms, which may contain recommendations for improvement (to be conveyed to author(s)), to the WACE Secretariat.

  • Full Refereed Paper Requirements:

    • minimum of six 400 word double-spaced pages and not exceeding twelve 400 word double-spaced pages, not including the cover page, notes, or bibliography.
    • APA format.
    • do not include your name or credentials for this blind review process; only final paper submissions for inclusion in the online conference proceedings (after edits are made based on reviewers’ feedback) should contain the authors’ names & credentials (as there will be no further blind review). If no additional versions of the paper are submitted (because the paper was accepted outright with no edits needed), the WACE Secretariat will insert the author’s / authors’ name(s) onto the paper for the online conference proceedings.
    • please see the WACE Refereed Paper Guidelines document available on the International Symposium webpage for detailed instructions.

  • Note: The acceptance of a paper after the refereeing process does not guarantee that it will be published by a journal. Publication will be at the discretion of the journal of your choosing.
   
  ACADEMIC POSTERS
   
  General Information
   
 
  • Description: All Academic Posters should focus on and specifically identify one of the ten Research Sub-Themes listed and will present a variety of contributions on a specific topic, from different countries, and using different theoretical perspectives and methodologies. There will be a designated Academic Poster Session during the International Symposium which all delegates will attend.

  • Online Conference Proceedings: The abstracts will be featured in the online Conference Proceedings, which are housed on the WACE website. The online Conference Proceedings will contain an assigned ISSN.

  • Presentation: Presentations will be scheduled in a one hour time slot, for attendance by all International Symposium delegates.
   
  Submission Guidelines
   
 
  • Submission Criteria: Each submission must include the following:
    • Title, authors and affiliations (only the first author will be contacted. He/she is responsible for contacting other authors regarding acceptance of the submission).
    • a maximum 250 word abstract detailing the study, the methodology, and the results.

  • Academic Poster Requirements:
    • Upon acceptance, the academic poster should be scientific and contain the following sections: Title, Author(s) and affiliation(s), Abstract, Introduction with Rationale, Methods, Results, Discussion, Implications, and References
    • The dimensions should be 70 cm (wide) X 100 cm (high)
    • Font size should be 68 – 75 for the title, 40 – 50 for headings, and 22 – 28 for all text, figures, and tables.
    • The presenter(s) should bring paper copies and business cards for distribution.
    • No projector is available in the room.
   
  INTERNATIONAL SYMPOSIUM THEME: “Creating an Excellent Foundation for CWIE Research”
   
  Research Sub-Themes Across Stakeholders (with examples of broad research questions)
   
  The following research sub-themes across the stakeholder categories have been derived from work and
outcomes of the many research roundtables and workshops held at various CWIE events since 2009.
Compiled by Dr. Maureen Drysdale & Dr. Sheri Dressler, 2013, with various members of the
WACE International Research Group who have contributed in some form over the past four years.
   
 

 

STAKEHOLDER

SUB-THEME

 

Employers

 

Institutions

 

Students

 

Society

Skill Set Acquisition
for Employability

#1
  What academic and professional skills are employers seeking when hiring new graduates?




What new ‘experiences’ are employers looking for in new graduates?





What skills and attitudes are developed / improved by employer personnel through participation in CWIE?
  How are universities and colleges preparing students for employment?
What are the learning objectives for the different types of programs (e.g., co-op, internships, WIL)?

What opportunities and experiences does the institution provide for students?
What are the characteristics of successful opportunities?

What are the faculty doing to enhance the experiences and learning opportunities for students?
How does participation in CWIE by students and faculty improve teaching and classroom learning?
  What skills are students graduating with?
Does required skill acquisition differ by program (e.g., co-op, sandwich, internship…) and work experience?

What experiences and opportunities contribute to skill acquisition?  Does skill acquisition differ by program (co-op, sandwich, internship…)?
  What skill set results in students becoming employable, responsible, contributing and independent members of society


Are the experiences provided outside of work within the community as beneficial as formal work experiences?



Does the existence of and participation in CWIE options in a community contribute to the availability of necessary skill sets in the community?
                 
Tacit Knowledge, Attitudes, and Health

#2
  What practical knowledge, attitudes, and lifestyle do employers expect for overall social, emotional, physical, and psychological health?


Does participation in CWIE improve a general work environment and if so, how?
  How are institutions preparing students for establishing a balanced healthy lifestyle>  Does this preparation differ as a function of CWIE?


What are the returns for education the ‘whole’ student (i.e., stronger sense of belonging & identity, donations, future employers partnerships)
  What are the attributes and attitudes acquired through CWIE that contribute to a balanced lifestyle and to overall general health for the individual?   Does student, institutional, and employer participation in CWIE contribute to healthier community development?
                 
Mapping Expectations

#3
  Do the employers’ expectations for student learning outcomes match those of the institutions, the students, and society?   Do the institutions’ expectations for learning outcomes match those of the employers, the students, and society?   Do the students’ expectations for learning outcomes match those of the employers, the institutions, and society?   Do societies’ expectations for learning outcomes match those of the employers, the institutions, and the students?
                 
Social Inclusion and Equality

#4
  How are employers creating inclusive environments for our students?

Does having a CWIE program improve social inclusion and equality in the workplace?
  How are institutions creating inclusive environments for our students?

Are all institutional programs equally inclusive?
  Are all students socially included in their institution and work place?


Do all students have access to the same experiences that result in equal opportunity in the labour market?

Does participation in CWIE help students develop attitudes that improve social inclusion and equality?
 




Does participation in CWIE by students and employers produce an impact on the community that enhances social inclusion and equality?
                 
Social and Political Trends

#5
  How do social and political trends impact employers and the subsequent hiring of new graduates?   What social and political trends impact policy and program development at our institutions?   What impact do social and political trends have on student employability and expectations?   What social and political trends are impacting all stakeholders in the educational process?
                 
Interdisciplinary Knowledge

#6
  Do employers require interdisciplinary knowledge?   How does the institution promote interdisciplinary knowledge in CWIE programs?   Do students in CWIE programs acquire the same interdisciplinary knowledge as students in other programs?   Does interdisciplinary knowledge have an impact on society?
                 
Assessment

#7
  How are employers assessing students?  How do employers promote reflective practice?



How do employers assess the benefits and impact of participation in CWIE?
  How are institutions assessing students?  How do institutions teach students to engage in reflective practice during a work term?

How do institutions assess the benefits and impact of having their faculty and students participate in CWIE?
  How do students self-assess?
Are students engaged in effective reflective practice during a work term?
 






How does the assessment of student learning combined with the assessment of the benefits to both industry and higher education further impact society?
                 
Supervision and Mentoring

#8
  What characteristics do effective supervisors and mentors have?

What role do they play during the work term?

How does participation in CWIE impact knowledge and skills of supervisors and mentors?
  How are the institutions ensuring students are receiving effective supervision and mentoring?


How are CWIE programs contributing to the improvement of supervision and mentoring for CWIE students in the workplace?
  What impact do the supervisor and / or mentor have on student learning outcomes and success?   How does the existence of CWIE programs impact the level of supervision and mentoring in the community at large?
                 
Sustainability

#9
  How do employers maintain a sustainable relationship with institutions?


What impacts an employer’s decision to partner with an institution?
  How do institutions maintain a sustainable and educational relationship with employers?


What determines an institution’s decision to place students with certain employers?
  Does student success during a work term impact the relationship between the employer and institution?   How does the existence of strong CWIE programs in the community contribute to sustainable growth and community vitality?