Flipped WIL
Flipped WIL model is an adaptation of what the literature describes as the ‘teaching hospital’
method (Newton 2012, 2013) while engaging with criticisms challenging the notion that journalism
education is simply a method of ‘supply’ (Young and Giltrow 2015, Anderson et al 2011; Mensing
and Ryfe 2013). The Flipped WIL model is a mixture of core and elective practice-based units,
scaffolded through the final half of the program culminating in a capstone unit. Each unit is
designed to afford all students a range of authentic quality WIL experiences within a contemporary
hybridised multimedia newsroom. Students engage in authentic journalism practice producing
timely content broadcast live on radio, television, or published on an industry standard online news
platform. Woven into their ‘practice of journalism is a critical engagement with theoretical
concepts. Here, journalism students are also able to explore other facets of journalism including
‘entrepreneurship, intellectual property, managing social networks, curating content, or digital
security’ (Berger and Foote 2017, p. 249). Most importantly, the Flipped WIL model is designed and
developed around the notion of inclusion and it’s main focus is ensuring all students have equitable
access to a quality WIL experience. Each of the units involve student learning occurring through
students ‘working’ as journalists. At the core of the model is a student centred approach to
designing WIL experiences, while at the same time strengthening collaboration between ‘the WIL
tripartite partnership of employer, academic staff, and student’ (Martin et al 2012, p 24).
