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Elyce Green; Elise Ryan; Elsie De Klerk; Brent Smith; Rebecca Barry – International Journal of Work-Integrated Learning, 2024
The notion of what constitutes a high-quality work-integrated learning experience has received increasing attention in the literature, particularly over the past decade. To date, the definitions of high-quality work-integrated learning have been broad and there remains a need to understand how elements of quality can be operationalized,…
Descriptors: Foreign Countries, Work Experience Programs, College Students, Rural Areas
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Antoine Pennaforte; Anne-Marie Fannon – International Journal of Work-Integrated Learning, 2025
This paper explores ways to support the wellbeing of neurodivergent individuals participating in co-operative education (co-op). The authors propose a theoretical model for supporting neurodivergent student wellbeing in co-op, based on the current understanding of wellbeing in WIL and interventions for neurodivergent individuals at work and in…
Descriptors: Student Welfare, Neurodevelopmental Disorders, Cooperative Education, Mental Health
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Wheeldon, Anita Louise; Whitty, Stephen Jonathan; Van Der Hoorn, Bronte – International Journal of Work-Integrated Learning, 2023
Work-Integrated Learning (WIL) is perceived as important by universities and industry for equipping students with employability skills. This study contributes to the literature by using a methodological approach that visualises the sustained underinvestment in WIL by both universities and industry, which leaves professional staff who administer…
Descriptors: Foreign Countries, Work Experience Programs, Investment, College Administration
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Cameron, Michael; Rexe, Deanna – 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 this type of innovation. Using a Canadian case…
Descriptors: Apprenticeships, Canada Natives, Foreign Countries, Cooperative Education
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Brian Sengstock – International Journal of Work-Integrated Learning, 2024
Despite the expectation that work-integrated learning (WIL) experiences will provide a safe and inclusive learning environment for healthcare students this is often not the reality for sexually and gender diverse students. Heteronormativity and microaggressions experienced by sexually and gender diverse healthcare students, are rarely considered…
Descriptors: College Students, LGBTQ People, Work Attitudes, Work Environment
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Gajendran, Thayaparan; Tucker, Chris; Ware, Sueanne; Tose, Hollie S. – 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 Indigenous communities and appropriate learning…
Descriptors: Work Experience Programs, Indigenous Populations, Indigenous Knowledge, Foreign Countries
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Hill, Guzyal; Reedy, Alison; Forrest, Joanne; Bolt, Reuben – International Journal of Work-Integrated Learning, 2022
This is a case study of the Indigenous Pre-Accounting Enabling Program. With less than 100 self-identified Indigenous registered accountants in Australia, the accounting profession has capacity to provide opportunities for more Indigenous people. Highlighting the critical nature of Work-Integrated Learning (WIL) in making visible the stories of…
Descriptors: Work Experience Programs, Indigenous Populations, College Students, Accounting
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Yeo Wee, Alvin; Hinze, Annika; Vanderschantz, Nicholas; Aporosa, S.; Paruru, Danny – International Journal of Work-Integrated Learning, 2022
Only a few information and communication technology (ICT) work-integrated learning (WIL) projects involving universities and Indigenous partners are being reported and very little is known about the approaches that are followed. This article reports on successful student work placements in Indigenous communities when codeveloping software for the…
Descriptors: Computer Oriented Programs, Work Experience Programs, Pacific Islanders, Foreign Countries
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Tapsell, Amy; Patterson, Christopher; Moxham, Lorna; Perlman, Dana – International Journal of Work-Integrated Learning, 2021
Recovery Camp is an innovative work-integrated learning (WIL) approach. Bringing together healthcare students and consumers with lived experience of mental illness, it is intentionally designed whereby each participant has a role that facilitates the educational experience. Student learning is developed through their involvement in activities,…
Descriptors: Work Experience Programs, Mental Disorders, Nursing Students, Medical Students
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Hay, Kathryn; Mafile'o, Tracie – International Journal of Work-Integrated Learning, 2022
Aotearoa New Zealand has a significant population of Pacific students in the higher education sector although proportionally Pacific academic staff numbers are negligible. In social work programs students undertaking work-integrated learning (WIL) generally work with non-Pacific academic staff and are matched with agencies seen to be appropriate…
Descriptors: Foreign Countries, Pacific Islanders, College Students, Work Experience Programs
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Lorraine Godden; Carolyn Hoessler – International Journal of Work-Integrated Learning, 2024
Equity-seeking groups of students participating in work-integrated learning (WIL) face disparities in access, retention, and future employment, reflecting challenges and barriers associated with their intersectional identities and dimensions of diversity. These disparities include international students facing cultural discrimination, students…
Descriptors: Work Experience Programs, LGBTQ People, Foreign Students, Students with Disabilities
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Zegwaard, Karsten E.; Pretti, T. Judene; Rowe, Anna D. – International Journal of Work-Integrated Learning, 2020
The impact of the COVID-19 pandemic on the practice of work-integrated learning (WIL) has been significant, with many active WIL activities pivoting to remote offerings where students engage with the workplace through online platforms from their homes. The pandemic has also caused significant and ongoing disruption to the economy, likely causing…
Descriptors: Work Experience Programs, COVID-19, Pandemics, Distance Education
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Bracken, Liz; Patton, Narelle; Lindsay, Euan – International Journal of Work-Integrated Learning, 2022
Work-integrated learning (WIL) placement is increasingly being prioritized in university course curricula as industry, students and government seek improved employability skills, work-ready graduates and stronger graduate employability outcomes. For disciplines such as business, without industry accreditation mandating WIL placement experiences…
Descriptors: Work Experience Programs, Required Courses, Job Placement, Job Skills
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Cameron, Craig – International Journal of Work-Integrated Learning, 2018
This article describes the evolution of, and rationale for, a mixed methods study of risk management by university lawyers in the specific context of work-integrated learning (WIL) programs. The evolution provides a road map of the research design, incorporating references to research methods texts used by the author at each stage of the mixed…
Descriptors: Mixed Methods Research, Work Experience Programs, Risk Management, Research Design
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Kay, Judie; McRae, Norah; Russell, Leoni – International Journal of Work-Integrated Learning, 2020
As the world reacts to the impact of COVID-19, work-integrated learning (WIL) programs globally are similarly affected. Across Canada and Australia, thousands of WIL students either shifted to working remotely or dismissed from their WIL experience. This disruption impacted student learning, program delivery, risk management, staff capability, and…
Descriptors: Work Experience Programs, Universities, COVID-19, Pandemics
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