Journal articles on the topic 'Work-integrated education'
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Wagner, Antonin. "Social Work Education in an Integrated Europe." Journal of Teaching in Social Work 6, no. 2 (January 26, 1993): 115–30. http://dx.doi.org/10.1300/j067v06n02_10.
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Bilsland, Christine, Leanne Carter, and Leigh N. Wood. "Work integrated learning internships in transnational education." Education + Training 61, no. 3 (March 11, 2019): 359–73. http://dx.doi.org/10.1108/et-07-2017-0094.
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Purpose Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location. Design/methodology/approach A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam. Findings Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs. Research limitations/implications The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL. Practical implications Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts. Originality/value The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.
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Bates, Merrelyn. "Work‐integrated curricula in university programs." Higher Education Research & Development 27, no. 4 (December 2008): 305–17. http://dx.doi.org/10.1080/07294360802406775.
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Valencia-Forrester, Faith. "Models of Work-Integrated Learning in Journalism Education." Journalism Studies 21, no. 5 (February 3, 2020): 697–712. http://dx.doi.org/10.1080/1461670x.2020.1719875.
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Sebolao, Rosaline, and Isaac Ntshoe. "Work-integrated practices in a technology education setting." Journal of Psychology in Africa 27, no. 1 (February 21, 2017): 97–100. http://dx.doi.org/10.1080/14330237.2016.1219573.
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Jones, Faye R., Marcia A. Mardis, Charles R. McClure, Jinxuan Ma, Chandrahasa Ambavarapu, and Laura I. Spears. "Work-integrated learning (WIL) in information technology." Higher Education, Skills and Work-Based Learning 7, no. 4 (November 13, 2017): 394–407. http://dx.doi.org/10.1108/heswbl-08-2017-0046.
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Purpose The purpose of this paper is to analyze 86 information technology (IT) internship postings to discern the extent to which the intended outcomes matched professional standards for four-year IT programs. Design/methodology/approach The researchers text mined specified skills from 86 internship postings and compared them to the competencies outlined in the ACM/IEEE Body of Knowledge. Findings Results indicated that students can expect to gain experience and exposure to both technical and general competencies. Though research and policy relating to technical fields have emphasized professional competencies such as teamwork, communication, and professionalism, this analysis suggested that the internship postings greatly emphasized technical skills at the expense of general competencies. Research limitations/implications The most frequently occurring competencies suggest future research opportunities for considering contextual factors of internship sites. The researchers conclude with implications for using text mining as a tool for comparing internship intent vs outcomes as well as suggestions for policies, standards, and curricula worthy of further exploration. Originality/value Employers, educators, and professionals agree that internships offer a promising means to link course content and practical workplace skills, especially in technical fields like IT. However, less clear are the ingredients of effective IT internships.
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Smith, Sara. "Integrated work-based placements – shifting the paradigm." Higher Education, Skills and Work-Based Learning 8, no. 2 (May 14, 2018): 134–50. http://dx.doi.org/10.1108/heswbl-09-2017-0059.
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Purpose The role of higher education institutions in enhancing capability development of the healthcare professionals workforce has resulted in work-based learning becoming an essential component of awards linked to professional registration. The purpose of this paper is to explore how key stakeholders (academics, workplace tutors and students) on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon delivery of pre-registration training and the development of professional capability. Design/methodology/approach Constructivist grounded theory methodology and a mixed-methods approach were drawn upon for the study. Findings Findings expose the challenges of a positivist focus and assumptions around workplace learning and professional development presenting a barrier to developing professional capability. In addressing this barrier, two strategies of “doing the portfolio” and “gaining BMS currency” are adopted. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. Practical implications To ensure that students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complimentary and parallel. Originality/value The study provides a novel insight into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.
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Prikshat, Verma, Sanjeev Kumar, and Alan Nankervis. "Work-readiness integrated competence model." Education + Training 61, no. 5 (June 10, 2019): 568–89. http://dx.doi.org/10.1108/et-05-2018-0114.
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Purpose The purpose of this paper is to conceptualise graduate work-readiness (GWR) and to develop a scale to measure it. Design/methodology/approach The methodology entailed the compilation of a literature review and the conduct of qualitative interviews and a focus group to generate items. This study used the “resource-based view” approach to conceptualise a multi-dimensional–“work-readiness integrated competence model (WRICM)”–consisting of four main factors (namely, intellectual, personality, meta-skill and job-specific resources), with a further ten sub-dimensions. Further, a series of tests were performed to assess its reliability and validity. Findings A final 53-item WRICM scale covering four dimensions and ten sub-dimensions of GWR was developed based on the perceptions of 362 HR professionals and managers from seven Asia-Pacific countries. The ten sub-dimensions covering 53 work-readiness skills reflect the perceptions of stakeholders regarding the work-readiness of graduates. The scale was found to be psychometrically sound for measuring GWR. Research limitations/implications Though the WRICM model is based on the inputs of different stakeholders of GWR (employers, educators, policy makers and graduates), the development of the WRICM scale is based on the perspectives of industry/employers only. Practical implications The WRICM model has implications for education, industry, professional associations, policy makers and for graduates. These stakeholders can adapt this scale in assessing the work-readiness of graduates in different streams of education. Originality/value The authors believe that the WRICM model is the first multi-dimensional construct that is based on a sound theory and from the inputs from graduate work-readiness stakeholders from seven Asia-Pacific countries.
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McNamara, Judith, and Elizabeth Ruinard. "Evaluation of Collaborative Assessment of Work Integrated Learning." International Journal of Clinical Legal Education 23, no. 1 (January 12, 2016): 5. http://dx.doi.org/10.19164/ijcle.v23i1.488.
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<p style="font-size: medium;" align="LEFT">The international trend towards an increasingly standards-based approach to higher education and the resultant focus on the assurance of learning in tertiary programs have generated a strong emphasis on the assessment of outcomes across the higher education sector. In legal education, curriculum reform is highly prevalent internationally as a result of various reviews of legal education. As legal education focuses more on the attainment of a broader set of outcomes encompassing soft skills, capabilities and attributes, more authentic assessment will need to be developed appropriate to this new environment, meaning that modes of assessment with strong application in real-life settings should be preferred.</p><p align="LEFT"> </p>
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Gücüyener, İsmet, Abdil Kus, and Ridvan Arslan. "A Model for “Work Integrated Learning” in Mechatronic Education." Solid State Phenomena 147-149 (January 2009): 918–23. http://dx.doi.org/10.4028/www.scientific.net/ssp.147-149.918.
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Developing technology is leading to cause the new vocational brands. Mechatronic technician is one of the new vocational brands. To find a job for the mechatronic technicians have been taken the most valuable education that comprises knowledge and skill. It is obvious that school-based education is not enough for industry. University-industry collaboration is inevitable for the mechatronic technician. In this study a work-integrated learning (WIL) project between Uludag University Vocational School of Technical Sciences (UUVSTS) and FIAT&TOFAS Co. that is one of the leading automotive companies in Turkey has been carried out in the frame of university-industry collaboration. The main objective of this project is to train technicians in the real working area and in this way to get them vocational qualification meets the industry requirements. In this study a WIL program which is applied in UUVSTS is discussed with technical and social contributions to students and introduced from viewpoint of making an ideal mechatronic program and cooperative education model for vocational schools.
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de Saxe Zerden, Lisa, Brianna M. Lombardi, Mark W. Fraser, Anne Jones, and Yazmin Garcia Rico. "Social work: Integral to interprofessional education and integrated practice." Journal of Interprofessional Education & Practice 10 (March 2018): 67–75. http://dx.doi.org/10.1016/j.xjep.2017.12.011.
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Brennan, Barrie. "Work integrated learning: a guide to effective leadership." Studies in Continuing Education 33, no. 2 (June 16, 2011): 191–92. http://dx.doi.org/10.1080/0158037x.2011.577169.
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Walkington, Jackie. "Teacher educators: the leaders in work-integrated learning." Asia-Pacific Journal of Teacher Education 38, no. 3 (July 28, 2010): 177–80. http://dx.doi.org/10.1080/1359866x.2010.493580.
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Fleming, Jenny, and Neil J. Haigh. "Using sociocultural insights to enhance work-integrated learning." Higher Education, Skills and Work-Based Learning 8, no. 4 (November 12, 2018): 395–407. http://dx.doi.org/10.1108/heswbl-09-2017-0071.
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Purpose When learning in the workplace is conceptualised as a social process, different social or cultural features of workplaces may enable or constrain students’ learning. The purpose of this paper is to understand the views of students, workplace supervisors and university academics concerning sociocultural features that influenced work-integrated learning (WIL) experiences. Design/methodology/approach An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews was used to determine the views of stakeholders involved in WIL experiences in a sport undergraduate degree. Findings Students’ learning was enhanced when they participated in authentic activities, worked alongside colleagues and could assume increasing responsibility for roles they were given. Social experiences, interactions and activities provided them with opportunities to access individual, shared and tacit knowledge, to learn about language, processes and protocols for interacting and communicating with others, and to become aware of the culture of the workplace. When students successfully acquired this knowledge they were able to “take-on” the accepted characteristics and practices of the workplace community – an outcome that further enhanced their learning. Practical implications Students need to understand the social and cultural dimensions of how the work community practices before they begin WIL experiences. Practical ways of addressing this are suggested. Originality/value This paper conceptualises WIL as learning through the “practice of work communities” whereby through the activities of the community students can access knowledge in a way that may differ from what they are familiar with from their experiences within the university environment.
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Pennbrant, Sandra, and Lars Svensson. "Nursing and learning – healthcare pedagogics and work-integrated learning." Higher Education, Skills and Work-Based Learning 8, no. 2 (May 14, 2018): 179–94. http://dx.doi.org/10.1108/heswbl-08-2017-0048.
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PurposeThe purpose of this paper is twofold: to describe work-integrated learning (WIL) related to healthcare pedagogics, and to describe the distinctive aspects of research on WIL with specialization in healthcare pedagogics.Design/methodology/approachThe general purpose of this theoretical paper is to define and formulate a research agenda within WIL with specialization in healthcare pedagogics.FindingsWIL with specialization in healthcare pedagogics is a multidisciplinary field of knowledge encompassing education, health sciences and social sciences, and focuses on research and knowledge-creation involving nursing schools in higher education, healthcare organizations and the surrounding community.Originality/valueThe starting point of the research environment is the ambition to gain knowledge about the conditions, processes and outcomes in healthcare education and healthcare organizations, both individually and collectively, intra- and inter-professionally, in the perspective of life-long learning. WIL with specialization in healthcare pedagogics is a research area that can carry out important research in healthcare education and healthcare organization and, thus, contribute to high-quality care meeting current and future needs.
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Rodrigues, Maria Albertina Barreiro, and Ana Isabel Morais. "How to Challenge University Students to Work on Integrated Reporting and Integrated Reporting Assurance." Sustainability 13, no. 19 (September 28, 2021): 10761. http://dx.doi.org/10.3390/su131910761.
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Since the beginning of the twenty-first century, society has become more sensitive to sustainability and to the consequences of companies’ activities. Furthermore, the demands for change in corporate reporting have led to the emergence of integrated reporting (IR) and an increase in the disclosure of nonfinancial information assurance to ensure the compliance of integrated information. Universities need to embrace this challenge and be part of this change. This research’s goal is to enhance the diffusion of IR and integrated reporting assurance (IRA) in the curricula of universities by presenting a tool for professors and universities to help introduce the subjects in higher education institutions. The methodological approach develops a theoretical analysis of published IR and IRA articles related to education, to create a presentation of the challenge learning method (CLM) for professors and high education institutions to develop the subject of IRA to challenge students. Considering teaching experience as a value-added component to research the proposed method comes from the teaching experience of the authors. The result consists of a method that can increase accounting academics knowledge of IR and IRA and motivate students to study these emerging accounting practices. This study contributes to the extant literature on IR, IRA and Education that is scarce, the use of appropriate teaching methods to IR and IRA, and the dissemination of IR and IRA in education by providing a better connection between the universities and the best practices of corporate reporting and auditing. This study leads to an increase in the connection among higher education institutions, professors, students, practitioners, auditors, regulators, standard setters, and society in general.
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Fleming, Jenny, and Neil J. Haigh. "Examining and challenging the intentions of work-integrated learning." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 198–210. http://dx.doi.org/10.1108/heswbl-01-2017-0003.
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Purpose While the intended outcomes of work-integrated learning (WIL) are well documented, significant challenges arise when the stakeholders have different understandings and expectations. The purpose of this paper is to examine the alignment of stakeholder views on the defining features of cooperative education as a model of WIL. Design/methodology/approach An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews, was used to determine the views of students, workplace supervisors and university academic supervisors involved in a sport cooperative education program. Findings Students, workplace supervisors and academic supervisors shared a perception that the students’ development of employability skills and their acquisition of experience in industry were the primary intended outcomes. As an associated benefit, students would be work-ready. Ideally, cooperative education experiences should also provide opportunities for students to learn to integrate theory and practice, further develop their personal and professional identities, and learn to navigate the important ethical aspects of being a professional. Practical implications While the employability emphasis in the findings aligns well with government agendas, graduates need to be prepared for complex and dynamic workplaces, and to be future ready for careers that are yet to exist. WIL curricula need to explicitly address this expanded agenda, which in turn needs to be communicated clearly to all stakeholders. Originality/value This paper challenges stakeholders in WIL to move beyond a focus on preparing students for the “now” and to reconsider the learning outcomes that should be imperative for university education in the twenty-first century.
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Babacan, Alperhan, and Hurriyet Babacan. "A transformative approach to work integrated learning in legal education." Education + Training 57, no. 2 (March 16, 2015): 170–83. http://dx.doi.org/10.1108/et-07-2013-0098.
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Purpose – The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach – The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings – There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications – More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications – The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value – The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.
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Andrew, Lesley. "Ensuring Equitable Work-Integrated Learning Opportunities for International Students." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 153–61. http://dx.doi.org/10.53761/1.17.4.13.
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Ensuring equitable work-integrated learning (WIL) opportunities for international students can be problematic. This position paper explores this challenge within the context of the Master of Public Health course (MPH) in Australian universities. The availability and accessibility of placement and nonplacement WIL for international students are examined through a desktop audit of MPH offerings across 27 public Australian universities. These findings, interpreted through the lens of cultural, social and financial capital suggest although international students stand to benefit more from WIL than their domestic peers, their opportunity to participate is lower. The paper argues a strength-based approach is needed to mitigate this issue of inequity. Suggestions are offered to improve equity in placement and nonplacement WIL for international students.
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Quinn, Diana, Edward Cioffi, Steve Hill, Mat Kor, Anna-Clare Longford, Robert Moller, and Pramila Rathore. "Implementing work-integrated learning in online construction management courses." Journal of University Teaching and Learning Practice 16, no. 1 (January 1, 2019): 122–36. http://dx.doi.org/10.53761/1.16.1.9.
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Implementing online learning can pose serious pedagogical challenges particularly when programs contain work-integrated learning (WIL) components. One such component is the site visit, where student groups are led by subject matter experts through an authentic environment. These WIL experiences help students relate the theory learnt in classrooms to practice. Construction management students particularly benefit from repeated visits to the same building site to appreciate the spatial and temporal constraints and how they change over the life of the building project. Unfortunately, logistics and occupational health and safety concerns have increasingly limited the inclusion of site visits in school and university curricula. Online construction management students are widely dispersed and therefore it is impractical to include shared physical site visits in the curriculum, although students are able to observe locally-based construction sites and report back their findings. In response, universities have collaborated with construction companies and, using significant federal funding, created an interactive learning environment that follows the construction of an eight-storey building over time. This high quality resource is a type of virtual WIL that has been primarily used in face-to-face teaching. In this case study we implement this resource in a fully online construction management course and create three comparatively low-cost environments that demonstrate the construction of residential, industrial, and multi-storey building construction sites, for implementation in another two online construction courses. As an enhancement, within these new environments are embedded images, explanatory videos and documents which students can interact with to create a virtual tour that can be embedded directly alongside the concepts being studied in their weekly learning materials. In addition, these tours are linked to specific online learning activities designed to motivate students to reflect on and refine their understandings based on the authentic context they are experiencing. To better understand the processes involved in this collaboration between school academics, staff from a central teaching innovation unit, and two construction companies, the business processes employed were modelled using a swimlane diagram. Insights into the practicalities of implementing these virtual tours are shared. The experiential learning outcomes of students using virtual WIL are comparable to traditional site visits. Initial online student feedback of small cohorts of online students has been overwhelmingly positive and encouraging for the development of more interactive virtual tours. The implementation of virtual tours and activities, blended with independent face-to-face site visits and assessment, forms an authentic, supported and constructively-aligned WIL experience for students undertaking fully online courses.
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Schedin, Staffan, and Osama A. B. Hassan. "Work integrated learning model in relation to CDIO standards." Journal of Applied Research in Higher Education 8, no. 3 (July 4, 2016): 278–86. http://dx.doi.org/10.1108/jarhe-11-2014-0104.
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Purpose – The purpose of this paper is to develop a practical model of work integrated learning for undergraduate engineering students in relation to Conceiving-Designing-Implementing-Operating standards 7 (Integrated Learning Experiences) and 8 (Active Learning). Moreover, it is discussed the role of cultural-social perspective and peer learning in enhancing the developed learning model from a pedagogical point of view. Design/methodology/approach – The model is based on an organized collaboration with the industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer period. In the model, company-based projects are integrated with some of the study program courses. Moreover, the participating students are given a possibility to perform their final thesis at the chosen company. Findings – A number of positive effects have been observed and documented as follows: first, the integrated learning improves the learning process for the students, where learning, knowledge and practice are integrated into the engineering curricula; second, the general quality of the study programs in the faculty has been developed and improved based on the professional skills as required by modern industrial companies; and third, the obtained advantage for the industrial partners has been to establish professional contacts with the students as well as the possibility to be acquainted with potential future employees. Research limitations/implications – The feedback the authors received so far from the industrial partners has been positive. A detailed evaluation will be made at a later stage when more information is available. Practical implications – The developed learning model supports the expected learning outcomes, especially with regard to interpersonal skills, teamwork and communication. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer periods. The authors consider this collaboration as a “win-win situation” for the three parties involved in the learning model: the students, the university/faculty and the industrial partners. Originality/value – Case study based on observations and evaluation of a developed learning model.
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Smith-Ruig, Theresa. "Exploring the links between mentoring and work-integrated learning." Higher Education Research & Development 33, no. 4 (December 19, 2013): 769–82. http://dx.doi.org/10.1080/07294360.2013.863837.
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Drysdale, Maureen T. B., Margaret L. McBeath, Kristina Johansson, Sheri Dressler, and Elena Zaitseva. "Psychological attributes and work-integrated learning: an international study." Higher Education, Skills and Work-Based Learning 6, no. 1 (February 8, 2016): 20–34. http://dx.doi.org/10.1108/heswbl-02-2015-0004.
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Purpose – The purpose of this paper is to explore – on an international level – the relationship between work-integrated learning (WIL) and several psychological attributes (i.e. hope, procrastination, self-concept, self-efficacy, motivation, and study skills) believed to be important for a successful transition to the labor market. Design/methodology/approach – A between-subjects design was used with participants in one of two groups: WIL and non-WIL. The design provided data on the effects of the independent variable (WIL) on a number of dependent variables (attributes) across four countries. Data were collected via an online survey and analyzed using a series of ANOVAs and MANOVAs. Findings – WIL and non-WIL students in the four countries shared several attributes – however – significant differences also emerged. WIL compared to non-WIL students compared reported stronger math and problem solving self-concepts, yet weaker effort regulation and perceived critical thinking skills. WIL students were more extrinsically motivated than their non-WIL peers in three of the four countries. Female students in WIL reported being the most anxious compared to other students. Research limitations/implications – Self-reports to measure psychological attributes and the small sample sizes at some of the institutions are limitations. Originality/value – The positive relationship between participation in WIL and several aspects of positive self-concept are provided. In addition, data are provided indicating that overall there are more similarities than differences between WIL and non-WIL students on a number of psychological outcomes. Data also suggests that females who participate in WIL may be at risk for anxiety problems.
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Pennaforte, Antoine Pierre. "Organizational supports and individuals commitments through work integrated learning." Higher Education, Skills and Work-Based Learning 6, no. 1 (February 8, 2016): 89–99. http://dx.doi.org/10.1108/heswbl-07-2015-0038.
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Purpose – The development of individual work competencies through work integrated learning (WIL) emanates from expectations of students to learn from both the workplace and their educational institution, and an assumption that WIL stakeholders will support them. This exchange between individuals and organizational insiders, according to the social exchange norm of reciprocity, may also nurture organizational behaviors. WIL student-workers may perceive support from insiders, and orient their behaviors to increase their contribution to the host organization in terms of performance, by developing specific bonds of commitment toward different targets. The paper aims to discuss these issues. Design/methodology/approach – By designing a “WIL perception of workplace support system” including four core stakeholders as a predictor of bonds of commitments, the author tested these relationships on a sample of 2,457 co-op students enrolled in a North American University. Findings – Results globally supported the hypotheses. Student-workers perception of co-workers and supervisor supports developed commitment to team. Student-workers perception of co-workers, supervisor, and organizational supports developed commitment to the host organization and to the work. However, the effect of perception of University support on commitment to host organization and to work was non-significant. Originality/value – Given the lack of studies in the WIL field from an organizational approach, the author propose to investigate what supports are perceived by WIL student-workers, and whether these supports develop specific bonds of commitment.
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Brink, Roelien, Martie Mearns, and Tanya Du Plessis. "MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS." Mousaion: South African Journal of Information Studies 32, no. 3 (September 30, 2016): 13–28. http://dx.doi.org/10.25159/0027-2639/1666.
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Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.
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Jeong, Sarah, and Margaret McMillan. "Work Integrated Learning (WIL): Integrating Frameworks for Education and Practice." Journal of Problem-Based Learning 2, no. 1 (January 31, 2015): 1–10. http://dx.doi.org/10.24313/jpbl.2015.2.1.1.
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Smith, Martin, Sally Brooks, Anna Lichtenberg, Peter McIlveen, Peter Torjul, and Joanne Tyler. "Career Development Practice: Facilitating Work-Integrated Learning in Higher Education." Australian Journal of Career Development 18, no. 2 (July 2009): 60–64. http://dx.doi.org/10.1177/103841620901800210.
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Amalia Nafiati, Dewi, Sukirno Sukirno, and Endang Mulyani. "Students' entrepreneurial attitudes: Does the integrated Learning model based on tri dharma in entrepreneurship education work?" Cypriot Journal of Educational Sciences 18, no. 1 (January 30, 2023): 269–85. http://dx.doi.org/10.18844/cjes.v18i1.8555.
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The role of entrepreneurship education is urgently needed due to the lack of entrepreneurial activities, the curriculum not being standardized, the lack of skills of the lecturers in entrepreneurship, and less collaboration among the practitioners, education institutions, and students. Therefore Entrepreneurship education has not been planned and integrated well into higher education's functions to develop student entrepreneurial attitudes. This research aims to analyze the effectiveness of the integrated entrepreneurship education model of tri dharma education in developing student entrepreneurial attitudes in higher educations. Indicators of student entrepreneurial attitudes were measured by aspects of student leadership, student personality, and student personal assessment and the research analysis through paired sample t-test The result indicates that the integrated entrepreneurship education model of tri dharma education was effective and can be used as an alternative learning model to improve student entrepreneurial attitudes. It can be helpful in the students to increase their entrepreneurship attitudes after school in the community. The researcher recommends further research to compare the tri dharma of entrepreneurship education model with the other model. It also recommends cooperatively formulating and implementing a fit integrative entrepreneurship education program to develop better students' entrepreneurship attitudes in Indonesia. Keywords: entrepreneurial attitude, entrepreneurship education, Tri Dharma education, integrated education, learning models
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Vailasseri, Pradeep, John M. Long, and Matthew Joordens. "Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning." Education Sciences 11, no. 11 (November 22, 2021): 756. http://dx.doi.org/10.3390/educsci11110756.
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A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.
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Sheridan, Lynn, Lynnaire Sheridan, Oriana Milani Price, Ros Pocius, Taryn McDonnell, and Renee Cunial. "Work Integrated Learning (WIL) mainstreamed: the identity of the practitioner." Educational Research 63, no. 3 (May 26, 2021): 319–36. http://dx.doi.org/10.1080/00131881.2021.1927785.
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Dean, Bonnie, Michelle J. Eady, and Venkata Yanamandram. "Editorial: Advancing Non-placement Work-integrated Learning Across the Degree." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 2–8. http://dx.doi.org/10.53761/1.17.4.1.
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Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.
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Mabalane, Valencia Tshinompheni. "Work Integrated Learning Online Enrichment Intervention Programme for Student Teachers." International Journal of Higher Education 11, no. 1 (July 14, 2021): 59. http://dx.doi.org/10.5430/ijhe.v11n1p59.
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The study is based on research conducted on work-integrated learning (WIL), also known as teaching practice during the online enrichment and intervention programme for final-year student teachers at a tertiary institution in Johannesburg. This programme was conducted from 2016 and modified in 2020 to enhance and improve the History methodology student teachers’ Pedagogic Knowledge and Pedagogic Content Knowledge (PCK), during the Corona virus pandemic using different online tools. Former students of the institution who are now teachers, school learners and a psychologist participated in the process of enhancing the student-teachers’ WIL. The purpose of the study was to explore the effectiveness of the online enrichment intervention programme in providing History student teachers with necessary teaching skills and to ensure readiness for WIL during the Covid -19 period. The main research question was: “To what extent can the online enrichment intervention programmes for student-teachers improve and enhance teaching practice before and during WIL in the context of covid-19?” Qualitative research methods of observation, interviews and document analysis were used with a sample of 90 Post-Graduate Certificate in Education (PGCE) and 4th year Bachelor of Education (BEd) students. The findings indicated that the online enrichment intervention programme improved student-teachers’ confidence, emotional readiness before and during WIL and the unfavourable circumstances in their classrooms. Student-teachers reported better understanding of the need for proactive planning for any circumstance or situation. Despite the constraints imposed by the pandemic, they observed changes in their conceptualisation of teaching, improvement in their interaction with learners, in classroom management, in their ability to implement different teaching strategies, resources and assessment tasks.
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Kateřina, Glumbíková, Petrucijová Jelena, Kantowicz Ewa, Kamińska-Jatczak Izabela, Slaná Miriam, Molnárová Letovancová Katarina, Fehér Boróka, Vályi Réka, Małgorzata Ciczkowska-Giedziun, and Magdalena Zmysłowska. "Values Building in Social Work Education in Visegrad Countries: Integrated Approach." Sustainability 13, no. 9 (May 7, 2021): 5222. http://dx.doi.org/10.3390/su13095222.
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Many key aspects of social work education are not sufficiently researched, and our knowledge of how students build values in social work education, despite its importance for creating concepts about values and their application in practice, is underexplored. The research aims to evaluate the perspective of social work students in the process of values building in social work education in Visegrad countries (V4 countries: Czech Republic (CZ), Hungary (HU), Poland (PL), and Slovakia (SK)) and to determine the implementation for achieving and strengthening an integrated approach in this process. The research was carried out using a qualitative research strategy interviewing 86 students from 10 universities in V4 countries. The research results show that the V4 countries share some common threats to values building in social work education: contextual threats such as an increasing impact of neoliberalism and internal threats, such as a non-existent systemic concept of values building education.
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Arney, Noah D., and Hilary P. Krygsman. "Work-Integrated Learning Policy in Alberta: A Post-Structural Analysis." Canadian Journal of Educational Administration and Policy, no. 198 (February 17, 2022): 97–110. http://dx.doi.org/10.7202/1086429ar.
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In 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 displays an 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.
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RusznyakI, Lee, and Carol Bertram. "Conceptualising work-integrated learning to support pre-service teachers' pedagogic reasoning." Journal of Education, no. 83 (August 6, 2021): 1–20. http://dx.doi.org/10.17159/2520-9868/i83a02.
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Much South African research suggests that work-integrated learning (WIL) experiences of pre-service teachers are uneven. Their learning depends heavily on the functionality of the school and on the presence and commitment of the mentor teacher. Even then, mentor feedback tends to focus on generic comments on classroom routines rather than providing an account of their teaching practices. In this conceptual paper, we draw on a range of literature and studies to argue that the value of WIL would be greatly enhanced if pre-service teachers and their mentors discuss both the visible classroom routines and the less visible reasoning that inform the pedagogic choices that teachers make. This focus on pedagogic reasoning could foreground both the principled knowledge base that teachers need, as well as the contextual responsiveness and ethical orientations needed to become a specialised knower within the teaching profession. WIL therefore needs to provide pre-service teachers with explicit, structured opportunities to consider how the teachers they observe enact their teaching and why. They also need to articulate the pedagogic choices they make in the design and delivery of their own lessons. We argue that structuring WIL as a space in which to recognise and engage in forms of pedagogic reasoning addresses some of the challenges of the uneven quality of student learning identified in research on WIL in the South African context.
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Dean, Bonnie, Venkata Yanamandram, Michelle J. Eady, Tracey Moroney, and Nuala O'Donnell. "An Institutional Framework for Scaffolding Work-Integrated Learning Across a Degree." Journal of University Teaching and Learning Practice 17, no. 4 (October 1, 2020): 80–94. http://dx.doi.org/10.53761/1.17.4.6.
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Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs.
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Choy, Sarojni, and Brian Delahaye. "Partnerships between universities and workplaces: some challenges for work-integrated learning." Studies in Continuing Education 33, no. 2 (June 16, 2011): 157–72. http://dx.doi.org/10.1080/0158037x.2010.546079.
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Jackson, Denise. "Employability skill development in work-integrated learning: Barriers and best practice." Studies in Higher Education 40, no. 2 (January 9, 2014): 350–67. http://dx.doi.org/10.1080/03075079.2013.842221.
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Matsoso, Mamorena Lucia, and Olumide Henrie Benedict. "Work-integrated learning: a powerful connecting tool between classroom and industry." International Journal of Education Economics and Development 11, no. 1 (2020): 94. http://dx.doi.org/10.1504/ijeed.2020.10026054.
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Matsoso, Mamorena Lucia, and Olumide Henrie Benedict. "Work-integrated learning: a powerful connecting tool between classroom and industry." International Journal of Education Economics and Development 11, no. 1 (2020): 94. http://dx.doi.org/10.1504/ijeed.2020.104296.
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Snyder, Kristen M., and Karolyn J. Snyder. "Developing Integrated Work Cultures: Findings from a Study on School Change." NASSP Bulletin 80, no. 576 (January 1996): 67–77. http://dx.doi.org/10.1177/019263659608057611.
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Cameron, Craig, Janine Ashwell, Melissa Connor, Mary Duncan, Will Mackay, and Jeff Naqvi. "Managing risks in work-integrated learning programmes: a cross-institutional collaboration." Higher Education, Skills and Work-Based Learning 10, no. 2 (November 22, 2019): 325–38. http://dx.doi.org/10.1108/heswbl-05-2019-0072.
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Purpose Work-integrated learning (WIL) poses legal, reputation, operational, strategic and financial risks for higher education providers (HEPs). The purpose of this paper is to explore how HEPs can manage five significant WIL risks involving intellectual property, student disability and medical conditions, the host organisation and the legal literacy of WIL practitioners. Design/methodology/approach This paper is a cross-institutional collaboration of WIL practitioners who explored risk management in WIL programmes. The case study is presented as a cross-case analysis to assist WIL stakeholders with evaluating their risk management frameworks. A description about the significance of the risk (in terms of causes and consequences), as well as practices to manage the risk, is presented under each of the five WIL risks. Findings WIL practitioners described a series of risk management practices in response to five significant risks in WIL programmes. Four themes underpinning these risk management practices – balance, collaboration, relationship management and resources – are conceptualised as characteristics that can serve as guiding principles for WIL stakeholders in risk management. Practical implications The findings can be applied by WIL stakeholders to evaluate and improve existing risk management frameworks, and to improve their legal literacy in relation to WIL. The study also demonstrates the capacity for collaborative research to address practice issues in WIL. Originality/value This is the first known study which employs a cross-institutional collaboration of WIL practitioners to contribute towards the body of knowledge examining risk management in WIL programmes.
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Wong, Marina. "Developing Integrated Arts Curriculum in Hong Kong: Chaos Theory at Work?" Curriculum Inquiry 43, no. 2 (March 2013): 210–32. http://dx.doi.org/10.1111/curi.12011.
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Bell, Amani, Kathryn Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, and Jim Tognolini. "Student and educator perspectives on equity and online work integrated learning." Australasian Journal of Educational Technology 38, no. 6 (December 30, 2022): 185–200. http://dx.doi.org/10.14742/ajet.7524.
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Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues. Implications for practice and policy: All participants in online WIL should be encouraged to intentionally view diversity as a strength. Educators need to create explicit opportunities for formal and informal interaction and network building during online WIL. Educators should provide engaging and purposeful work during online WIL. Students may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace.
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Bates, Merrelyn. "The assessment of work integrated learning: Symptoms of personal change." Journal of Criminal Justice Education 14, no. 2 (November 2003): 303–26. http://dx.doi.org/10.1080/10511250300085811.
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Kassem, Hazem S., Abdullah Awad Al-Zaidi, and Awadh Baessa. "Effectiveness of Work-Integrated Learning Partnerships: Case Study of Cooperative Education in Agricultural Tertiary Education." Sustainability 13, no. 22 (November 16, 2021): 12684. http://dx.doi.org/10.3390/su132212684.
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The growing demand for promoting the role of higher education institutions in sustainability has contributed to creating new partnerships with other actors. In the field of education, the formation of cooperative education (co-op) partnerships was adopted as a strategy for work-integrated learning in cooperation with industry. This study investigated the effectiveness of co-op partnerships and the factors that influence them in the context of tertiary agriculture education in Saudi Arabia. A random sample of 130 co-op students was selected within the Bachelor of Agricultural Sciences delivered by the College of Food and Agriculture Sciences at King Saud University. The satisfaction level of students was explored in terms of four main areas, namely, the quality of the program design, organizational climate, personal and professional qualities, and program learning outcomes. The majority of students (70%) were highly satisfied with the quality of the program design, while they had a moderate level of satisfaction regarding the organizational climate of the co-op program (74.6%). Furthermore, 85.4% of students were highly satisfied regarding the learning outcomes they gained. The results also revealed that there were significant positive relationships between the level of satisfaction of students regarding program learning outcomes and their quality assessments of the program design, personal and professional qualities, and organizational climate. The measurement scale used in this study may assist in assessing the sustainability of co-op partnerships. Moreover, understanding the satisfaction level of students can help to identify areas that should be improved and, in turn, contribute to improving the governance and sustainability of co-op partnerships for all stakeholders.
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Dorland, AnneMarie, David J. Finch, Nadège Levallet, Simon Raby, Stephanie Ross, and Alexandra Swiston. "An entrepreneurial view of universal work-integrated learning." Education + Training 62, no. 4 (April 14, 2020): 393–411. http://dx.doi.org/10.1108/et-11-2019-0260.
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PurposeWork-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?Design/methodology/approachIn this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.FindingsAt the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.Originality/valueUltimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.
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Ebbs, Phillip, Prue Gonzalez, and Tony Miller. "Interdisciplinary work integrated learning: a pilot evaluation instrument." Journal of Paramedic Practice 11, no. 8 (August 2, 2019): 348–58. http://dx.doi.org/10.12968/jpar.2019.11.8.348.
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Background: Work integrated learning (WIL) activities—sometimes termed student placements, practice-based learning, cooperative education or workplace learning activities—are embedded into university course curricula to prepare students for future professional environments. Aims: This study evaluates an interdisciplinary and multiagency WIL activity undertaken by university students (n=14). Methods: Pre- and post-activity survey instruments were used to gain perspectives on student expectations and experiences relating to the WIL activity. The survey instruments were based on five common themes of quality within WIL activities. Findings: The WIL activity facilitated professionally relevant learning, delivered diverse experiences, and enabled the development of professionally meaningful relationships. Discussion: A pilot evaluation instrument for similar undergraduate paramedic WIL programmes is presented for further consideration. Limitations of the study are also discussed.
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Smith, Calvin, and Kate Worsfold. "Unpacking the learning–work nexus: ‘priming’ as lever for high-quality learning outcomes in work-integrated learning curricula." Studies in Higher Education 40, no. 1 (July 22, 2013): 22–42. http://dx.doi.org/10.1080/03075079.2013.806456.
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Connor, Melissa, Beate Mueller, Samuel Mann, and Martin Andrew. "Pivots, pirouettes and practicalities: Actions and reactions of work-integrated learning practitioners." Journal of University Teaching and Learning Practice 18, no. 5 (December 1, 2021): 17–34. http://dx.doi.org/10.53761/1.18.5.2.
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One impact of the global pandemic of 2020 was a rapid shift in the delivery of work-integrated learning (WIL) to remote activity among WIL practitioners, students and educators alike. Along with professional practice research in higher degrees, WIL practice, including placements and non-placements, responded actively and sometimes reactively to the challenges of sudden transition to online environments. What strategies - pivots and pirouettes - did WIL practitioners use to weather the storm of Covid-19? What does this tell us about the nature of WIL? This paper captures the seemingly overnight response to shifting work-based learning to online and other spaces. With change came the opportunity to reflect on the varying areas of WIL: from the practical processes of ensuring students are cared for to pivoting to the learning opportunities it presented in building digital literacies and adapting to the global future of work. This study is a Trans-Tasman collaboration of four WIL practitioners exploring their responsiveness to disruption in WIL contexts. We present collective autoethnographic responses to such themes as disruption, becoming resilient, pivoting to change, changing perceptions of WIL and the legacies of the pandemic. These themes apply to learners and educators alike, and our words embody the experiences of both groups. Our responses to phenomena highlighted this need for resilience and agility. Methodologically, the researchers’ micro-narrative responses to key themes structure themselves into a macro-narrative that demonstrates the lived experiences of the researchers as educators in the WIL space and explores implications for ongoing and future practice.