The strategy that’s shaping the next generation of business leaders
As the job market becomes increasingly competitive, it’s crucial that universities evolve to ensure that their students are ready for a constantly changing workforce.
This means giving them the opportunity to practise what they learn, and pick up the crucial skills that only a workplace environment can impart.
That’s what the Work Integrated Learning (WIL) program is all about, and it’s a movement that’s shifting how business is taught in Australia and around the world.
“It’s quite exciting observing students grow as they learn on the job,” says Dr Rose Kling, a workplace literacy expert at the Tasmanian School of Business and Economics.
As a WIL Teaching Fellow at the University of Tasmania, Dr Kling’s job is to ensure that practical training is built into the University's business degrees, as it has been historically for health and education courses.
By building stronger partnerships between corporations and universities, the strategy aims to reduce the distance between the workplace and the students, and offer more valuable internships and placements.
It’s also about giving students an authentic experience of their chosen profession, so they know what to expect as they enter the workforce.
“WIL is a developing area, with many universities across Australia and the world interacting with each other,” Dr Kling explains.
“Universities are networking and sharing ideas online, through conferences and other forums.”
As a business lecturer with the University of Tasmania in 2012, Dr Kling re-designed several units of study to embed workplace learning as a key feature, and it led to a marked increase in enrolments and positive feedback from students.
In 2015, Dr Kling took the reins to coordinate the University’s WIL initiatives within the Tasmanian School of Business and Economics. She’s now continuing to extend these opportunities for students to learn and get themselves ready for the workplace.
“It’s a multifaceted process. We place students with industry partners, matching both relevance to their degree and their interests,” she says.
“We make sure that we place students where they will use their current learning, but also allow them to form new skills and knowledge.”
As part of her research, Dr Kling is also investigating the kinds of tools that can be used to measure the influence of WIL on the student experience, and to examine any long-term effects after graduation.
“I want to measure the learning outcomes, to determine the authenticity or how well we mirror the real world,” she says.
With over 30 years of business experience, Dr Kling says she’s in a great position to share an insider perspective with students of what it’s really like beyond their studies.
With experience working in government; acting as an executive board member for a not-for-profit organisation; and operating several businesses of her own, she hopes her background will engage students who are struggling to find where their passion truly lies.
“I can show students where and how a theory could be applied in the real world,” says Dr Kling.
“It means I’m able to connect their learning through stories about a variety of workplace environments and business types. I can give students examples based on real-life experiences, and where students have questions, I can not only tell them a story, but overlay and relate the relevant theories.”
Like the ground-breaking WIL movement, Dr Kling is driving theory and practice together to give her students the best learning experience possible.
By Ivy Shih
Dr Rose Kling has worked with UTAS since 2012 delivering postgraduate units in Workplace Literacy, Communication and Attributes. In July 2015, Dr Kling was appointed to the role of Work Integrated Learning Teaching Fellow within the School of Business and Economics TSBE.
Rose was awarded Teaching Merit Certificates in recognition of teaching excellence in 2015 and 2016.
Before joining the University of Tasmania, Rose was a sessional lecturer with the Brisbane campus of CQUniversity from 2004 to 2010, lecturing in a range of business and management units. Rose also tutored with Griffith University in Business Statistics within the School of Psychology and delivered Business Research Methods to MBA students studying with the Australian Institute of Management. During that time Rose was also Managing Director of a Registered Training Organisation (RTO) located in the city of Brisbane and delivering business training for many private, government and enterprise organisations across Australia.
Returning to her home state of Tasmania late 2012, Rose took on the role as Coordinator of Business Management with the University of Tasmania and has since also opened a new training organisation in Hobart. Rose has previously owned and operated a Newsagency / Bookshop and other small businesses.
In July 2015, Rose took on a new role within UTAS through the School of Business and Economics as the Work Integrated Learning (WIL) Teaching Fellow. In this role, Rose will continue the strong commitment to embed WIL into the curriculum to enhance student experience and graduate outcomes.
Rose also has academic oversight of the Corporate Internships Program as well as working with academic staff across the Tasmanian School of Business and Economics to embed WIL into the prospectus.
|Degree||Title of Thesis||University||Country||Awarded|
|MEd (TESOL)||University of Tasmania||Australia||2015|
|MLitt (Master of Letters)||Central Queensland University||Australia||2012|
|PhD||Examining the Links Between Self-perception and Adult Learning: Highlighting the Parallels for Educators and Learners.||University of New England||Australia||2010|
|MTmgDev (Master of Training and Development)||Examining Factors which Enhance, Impede and Affect Adult Learner Perception of Self||Edith Cowan University||Australia||2003|
|BSc (Psychology)||Edith Cowan Universtity||Australia||2003|
Languages (other than English)
- AFHERDSA Associate Fellow, Higher Education Research and Development Society
- MAITDAP Australian Institute of Training & Development (Accredited Practitioner)
- GAICD Australian Institute of Company Directors (Graduate)
- MALA Adult Learning Australia (Professional Member)
- AIM Australian Institute of Management (Associate)
- TCAL Tasmanian Council of Adult Literacy
- ALSO Adult Literacy Support Officer (Skills Tasmania - 26Ten).
- Past member of UTAS Academic Senate - Student Experience Committee
- Member of Golden Key International Honour Society.
- Sole Director of an RTO
- IT Helpdesk Supervisor
- Business and Training Consultant
- AQF Compliance and Auditing Consultant
- Language, Literacy and Numeracy (LLN) Consultant.
Business Management, Workplace Learning and Assessment (and Work Integrated Learning), Frontline Management, Business Management, Leadership, Emotional Intelligence, Presentation Skills, Language and Literacy, Training and Development, and Theories of Adult Learning
My background is in workplace learning, general management, HR and business. Post-graduate units I developed and taught with my previous role with UTAS are:
- Workplace Literacy
- Workplace Communication, and
- Workplace Attributes.
Prior to joining UTAS, I taught undergraduate and postgraduate students with CQUniversity, in:
- HR Management and Development
- HR in Organisations
- Recruitment and Selection
- Applied Business Research
- Business Analysis & Communication
- Strategy Formation & Initiative
- People Work and Organisations
- Organisational Change
- Performance Management
- Innovation & Change, and
- Operations Management.
Other Teaching Expertise:
- Business Research Methods (qualitative) and Statistics (quantitative)
- Advanced Facilitation Skills
- Advanced Assessment Practice
- Workplace Mentoring
- Organisational Training Needs Analysis
- Learning Strategies, and
- Adult Language and Literacy Skills.
- Work Integrated Learning
- Workplace Learning
- Adult Learning
- Qualitative Research
- English for Specific Purposes
- Communicative Language Teaching.
Rose has several research interests. Predominantly, her research has focused on Adult Learning and Workplace Learning and opportunities to improve learning outcomes through situational and authentic learning methods designed to enhance transfer of learned outcomes to a workplace environment.
Rose’s current research interests aligns to several of the University’s research themes for creativity, innovation and sustainability in business, and, in particular, in embedding work integrated learning teaching methodologies to enhance the transfer from learning to the real world environment. Rose also has research interests in diverse learning environments, with particular reference to the language and power in the learning community, and how this may affect learning outcomes. Similarly, Rose is also hoping to continue her research interest in communicative language teaching and WIL, to facilitate learning outcomes for students with English as a second language.
Other research interests include examining outcomes from embedding academic and business writing skills in first year university programs with the expectation to enhance the learning outcomes for local and international students.
Rose is currently involved in a research program investigating how the transfer of skills from a learning environment to a workplace environment can be enhanced with the use of the classroom as a professional experience (CAPE).
Rose is involved in a number of research projects including:
- Class as a professional experience (CAPE) – Rose is part of a team of four researchers investigating the CAPE teaching approach.
- Learning Power and Politeness in International Business Communications - this project is designed to examine the Communicative Language Teaching (CLT) model for teaching English for Specific Purposes (ESP).
- Work Integrated Learning (WIL) Evaluation Tool - the aim of this project is to develop a 360° evaluation tool for measuring effectiveness of WIL projects.
- Investigating the transport and logistics management practices in Tasmanian fruits and vegetables value chain - team member.
Fields of Research
- Organisation and Management Theory (150310)
- Technical, Further and Workplace Education (130108)
- Small Business Management (150314)
- Education and Training Systems Policies and Development (930501)
- Syllabus and Curriculum Development (930302)
- Workforce Transition and Employment (939908)
Rose has contributed to the research with a number of conference papers and a chapter in a research textbook. The list of her publications and titles are outlined below.
Journal Article(1 outputs)
|2009||Kling MR, 'In job interviews for managerial positions, applicants are often asked: 'What is your leadership style?' What answers would you expect in response, and how does that guide your recruitment decisions?', Training and Development in Australia, (April) pp. 33. ISSN 1839-8561 (2009) [Professional, Non Refereed Article]|
Chapter in Book(1 outputs)
|2011||Smith L, Kling MR, 'The Impact of Self-Perception on Vocational Learning', Vocational Learning: Innovative Theory and Practice, Springer, Ralph Catts, Ian Falk and Ruth Wallace (ed), Netherlands, pp. 243-257. ISBN 978-94-007-1539-4 (2011) [Research Book Chapter]|
Conference Publication(3 outputs)
|2015||Kebble P, Kling M, 'Learning Power and Politeness in International Business Communications: A reflective approach to researching learning and teaching in English for specific purposes (ESP) within a community learning environment and with particular reference to the language of respect', WEI International Academic Conference Proceedings, 11-13 April 2015, Vienna University, pp. 1-6. ISSN 2167-3179 (2015) [Non Refereed Conference Paper]|
Co-authors: Kebble P
|2012||Kling MR, ''Examining the Links Between Self-Perception and Adult Learning: Highlighting the Parallels for Educators and Learners.'', The IISES International Interdisciplinary Conference Proceedings, 15-18 April, Palermo, Sicily, pp. 1-29. ISBN 978-80-905241-0-1 (2012) [Refereed Conference Paper]|
|2007||Kling MR, 'Insights into self-perception and adult learning; interviews with thirty one adults', 47th Annual National Conference, 8-10 November, Cairns, pp. 2-24. (2007) [Refereed Conference Paper]|
Contract Report, Consultant's Report(1 outputs)
|2017||Wong TL, Schonell SH, Kling MR, Clark Sophie, Gao Lingling, et al., 'Understanding the Experiences and Challenges of Chinese Immigrant Entrepreneurs Operating a Business in an Australian Regional Economy: The Case of Tasmania', Asia Institute (UTAS), Hobart, 1 (2017) [Consultants Report]|
Co-authors: Wong TL; Schonell SH; Clark Sophie; Gao Lingling; Wickham MD
Grants and Funding
- Class as Professional Experience (CAPE Tisbe), UTAS 2013, $7550.
- Learning Power and Politeness in International Business Communications, UTAS 2016 $4,195.
- Developing a 360 degree evaluation tool for work integrated learning, UTAS 2016, $7,838.
- A pilot research project of Chinese migrant entrepreneurs operating in an Australian regional economy, Asia Institute (UTAS) 2016, $25,000 .
- Investigating the transport and logistics management practices in Tasmanian fruits and vegetables value chain, team member $12,680.
Number of grants
Rose welcomes expressions of interest from new research students in the following areas:
- Work Integrated Learning
- English Language Teaching
- Entrepreneurship, or
- Adult Education and Training, or related fields.