[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596937-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596937-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","work-integrated-learning-policy-in-alberta-a-post-structural-analysis","Work-Integrated Learning Policy in Alberta - A Post-Structural Analysis","","Analyzes Alberta’s work-integrated learning (WIL) policy introduced by the Ministry of Advanced Education, focusing on how the guidelines frame the problem. Applying Carol Bacchi’s “What’s the Problem Represented to be” post-structural policy discourse analysis, the study argues the ministry’s representation assumes WIL’s purpose is to improve labour market outcomes. It further suggests policy effects may prioritize easier assessment over student education and proposes an alternative framework blending constructivist and humanistic origins to support meaningful experiential components while standardizing WIL across institutions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/work-integrated-learning-policy-in-alberta-a-post-structural-analysis/596937/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/work-integrated-learning-policy-in-alberta-a-post-structural-analysis/596937.png","ImageObject",300,407,{"name":42,"@type":43},"Danger Angel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What policy change drives this analysis in Alberta?","Question",{"text":63,"@type":64},"The Ministry of Advanced Education introduced performance-based funding metrics in Fall 2021, with work-integrated learning (WIL) included, supported by public guidelines for creating and reporting WIL components.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper analyze the government’s WIL guidelines?",{"text":68,"@type":64},"It applies Carol Bacchi’s “What’s the Problem Represented to be” (WPR) post-structural policy analysis method to the Ministry’s WIL guidelines.",{"name":70,"@type":61,"acceptedAnswer":71},"What alternative framework does the paper propose?",{"text":72,"@type":64},"It proposes a framework that integrates constructivist and humanistic origins of WIL, enabling institutions to develop appropriate experiential learning components while standardizing WIL elements within and across institutions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596937,1792190177,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Work-Integrated Learning Policy in Alberta: A Post-Structural Analysis  \nNoah D. Arney1 & Hilary P. Krygsman2  \n1Thompson Rivers University, 2 Bow Valley College  \nAbstract  \nIn late 2020 the Government of Alberta’s Ministry of Advanced Education sent a guidance document to Alberta post-secondary institutions to lay out how work-integrated learning was to be conducted. This document also informed the institutions that work-integrated learning should be included in all future program proposals. The guidelines were sent without the context or purpose stated. This paper applies Carol Bacchi’s “What’s the Problem Represented to be” post-structural policy discourse analysis to the Ministry of Advanced Education guidelines. There is a broad consensus in work-integrated learning research that work-integrated learning is beneficial for participants beyond employment outcomes. However, this analysis shows the Ministry of Advanced Education’s representation of the problem displaysan assumption that the purpose of work-integrated learning is to improve labour market outcomes. The analysis also spotlights that the likely effects of the policy have more to do with making work-integrated learning programs easier to assess than to improve student education. This paper proposes an alternative framework that would integrate the constructivist and humanistic origin of work-integrated learning and allow institutions to develop appropriate experiential learning components for their programs while still standardizing work-integrated learning components across and within institutions. This proposed framework can improve work-integrated learning programs in Canada by widening the focus beyond human capital theory.  \nKeywords: Work-integrated learning, experiential learning, post-structural analysis, provincial government educational policy  \nWork-Integrated Learning Policy in Alberta: A Post-Structural Analysis  \nThe Government of Alberta’s Ministry of Advanced Education (hereinafter referred to as the “Ministry”) announced that the first of the performance-based funding (PBF) metrics being rolled out in Fall 2021 (French, 2021) would be work-integrated learning (WIL). Performance-based funding (PBF), as its name implies, is funding based on performance. Specifically, in this context, funding is coming from the Ministry to the post-secondary institutions (PSI) based on a PSI’s ability to meet specific performance targets (Usher, 2019c). Work-integrated learning (WIL) is “a model and process of curricular experiential education which formally and intentionally integrates a student’s academic studies within a workplace or practice setting”(CEWIL, 2021b). Work-integrated learning falls under the umbrella of experiential learning (EL), learning through reflection on experience. In advance of the WIL metric coming into place under PBF, the Ministry sent a framework called “Guidelines: Work Integrated Learning”(Alberta Ad-  \nvanced Education, Post-Secondary Programs Department, 2020, p. 1) to the public PSIs in the province. This document is to provide guidance on the creation, form, requirements, and reporting of WIL components in a post-secondary program. By analyzing this document, we can see the way the government envisions WIL benefiting students and the province.  \nWe applied Carol Bacchi’s “What’s the Problem Represented to be”(Bacchi, 2009, p. 1) (WPR) method of post-structural policy analysis to the “Guidelines: Work Integrated Learning”(Alberta Advanced Education, Post-Secondary Programs Department, 2020, p. 1) using the Viczko et al. (2019) methods. Through the application of WPR based on the “the deep-seated conceptual logics”(Bacchi, 2015, p. 5) informing the guidelines, we looked at the meaning and “political implications”(p. 5) of the document. The focus is not on the identification of a potential problem that exists outside of context, buton identifying what problems the government sees, or problematizes, in post-secondary WIL using a post","cbCaifvTyAhmoSVY","https://ap.wps.com/l/cbCaifvTyAhmoSVY","pdf",365231,14,"English","# Abstract\n# Work-Integrated Learning Overview\n# Theory of Work-Integrated Learning\n# Policy Analysis Method (WPR)\n# Identified Problems and Assumptions\n# Proposed Alternative Framework","[{\"question\":\"What policy change drives this analysis in Alberta?\",\"answer\":\"The Ministry of Advanced Education introduced performance-based funding metrics in Fall 2021, with work-integrated learning (WIL) included, supported by public guidelines for creating and reporting WIL components.\"},{\"question\":\"How does the paper analyze the government’s WIL guidelines?\",\"answer\":\"It applies Carol Bacchi’s “What’s the Problem Represented to be” (WPR) post-structural policy analysis method to the Ministry’s WIL guidelines.\"},{\"question\":\"What alternative framework does the paper propose?\",\"answer\":\"It proposes a framework that integrates constructivist and humanistic origins of WIL, enabling institutions to develop appropriate experiential learning components while standardizing WIL elements within and across institutions.\"}]","Work-Integrated Learning Policy in Alberta - A Post-Structural Analysis | PDF",1792084041,35]