Published:
International Journal of Work-Integrated Learning
(2023)
This article describes students' experiences of different activities arranged by a Swedish university in connection with their internship. The article presents two approaches for conducting seminars while students are on an internship. One student group attends formal, structured seminars while the …
Published:
International Journal of Work-Integrated Learning
(2023)
This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertize and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capa…
Published:
International Journal of Work-Integrated Learning
(2023)
Work-based learning (WBL) is used interchangeably with other concepts such as work-related learning (WRL) and workplace learning (WPL). Work-integrated learning (WIL) considers WBL a subset within WIL. Some scholars and practitioners argue that WBL as a mode of learning is pedagogically incompatible…
Published:
International Journal of Work-Integrated Learning
(2023)
Using data collected from co-operative education students at two different times over a four-month long work term, we test and find support for the hypothesis that students’ approaches to learning explain the relationship between their lifelong learning characteristics and work adjustment. Students’…
Published:
International Journal of Work-Integrated Learning
(2023)
This paper reports on a multi-site case study of work-integrated learning (WIL) in language teacher education. Using learning trajectories as a lens for understanding the connection between the workplace and campus-based learning, this study explores what preservice teachers learn from real-world wo…
Published:
International Journal of Work-Integrated Learning
(2023)
Work-integrated learning (WIL) responds to the labor market’s requests by fostering students’ competency acquisition and development through active methodologies and profession-oriented practices. This training system means that both academic and workplace tutors guide and supervise the student. The…
Published:
International Journal of Work-Integrated Learning
(2022)
Reflecting on one’s performance is a critical aspect of work integrated learning and professional life in general. This project compared 282 business and tourism students' self-assessment of their workplace performance against their industry supervisor’s evaluation. The analysis included possible mo…
Published:
International Journal of Work-Integrated Learning
(2022)
Work-integrated learning (WIL) provides an opportunity for integrating Indigenous and Western learning pedagogies and facilitate a meaningful pathway for authentic learning through developing partnerships between Indigenous and non-Indigenous stakeholders. However, research in developing WIL with In…
Published:
International Journal of Work-Integrated Learning
(2022)
The COVID-19 pandemic disrupted the continuity to Technical Vocational Education and Training (TVET) activities and work-integrated learning (WIL) assessments, thereby negatively affecting the progression of studies for many learners. Several institutions revisited their assessment methods and tools…
Published:
International Journal of Work-Integrated Learning
(2022)
Fresh approaches to trades training are essential for decolonizing educational access and success for Indigenous people. Holistic approaches to supporting student success are needed for the unique learning needs and contexts of Indigenous learners. Community-based training presents opportunities for…
Published:
International Journal of Work-Integrated Learning
(2021)
Schools provide different contexts for pre-service teachers who are learning to teach under the guidance of mentor teachers as part of work-integrated learning (WIL). As a result, universities and teachers' colleges offer guidance to schools and classroom practitioners to ensure that pre-service tea…
Published:
International Journal of Work-Integrated Learning
(2021)
Work-integrated learning (WIL) involves employers and industry in education and training. In order to maximize benefits for all involved, sustainable and reciprocal processes are necessary. While institutions may have internal mechanisms to gather feedback from external partners, the feedback proces…
Published:
International Journal of Work-Integrated Learning
(2021)
This article documents an examination of the role and alignment of social work field education within work-integrated learning (WIL) pedagogy. Both social work education and work-integrated learning share a long history of helping students connect with authentic work-related learning opportunities i…
Published:
International Journal of Work-Integrated Learning
(2021)
Significant concerns have been raised about supplying sufficient numbers of qualified and experienced information and communications technology (ICT) workers to meet the ongoing demands of the industry. This paper explores how professional identity and self-interest shape the career choices of ICT s…
Published:
International Journal of Work-Integrated Learning
(2021)
This article explores ways that work-integrated learning (WIL) scholarship and the field of writing studies can benefit from intentional engagement in the context of transfer research. This conceptual paper foregrounds writing in WIL contexts, introduces writing transfer and its relationship to writ…
Published:
International Journal of Work-Integrated Learning
(2021)
The study investigated teachers' purposes and approaches to communication for connectivity and integration of learning, informed by two research questions which examined teachers' approaches to connecting with those responsible for students' learning and integration when they are in the workplace; a…
Published:
International Journal of Work-Integrated Learning
(2021)
Situated in the context of work-integrated learning (WIL), this paper aims to build the evaluative capacity of universities in response to an increasing need for evaluation in higher education. It contributes a realist synthesis of international peer-reviewed literature on university evaluation of W…
Published:
International Journal of Work-Integrated Learning
(2021)
National and international calls for increased work-integrated learning (WIL) offerings have increased in the last decade. Although previous research on WIL engagement has explored population-specific barriers experienced during participation, a gap exists on barriers experienced by students across …
Published:
International Journal of Work-Integrated Learning
(2021)
There is limited research available that examines students with disabilities’ participation rates and perceptions of Work-Integrated Learning (WIL) while in post-secondary. This is problematic as universities in Canada are growing their WIL programs to improve school to work transition rates. This r…
Published:
International Journal of Work-Integrated Learning
(2021)
This paper identifies structural barriers faced by postsecondary students from diverse groups (women, racialized people, people with disabilities, and Indigenous peoples) when accessing work-integrated learning (WIL) programs. Drawing on the ecological model approach, this paper examines the challen…
