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Download full textConnor, Melissa; Mueller, Beate; Mann, Samuel; Andrew, Martin – Journal of University Teaching and Learning Practice, 2021
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…
Descriptors: Work Experience Programs, COVID-19, Pandemics, Distance Education
Lucas, Patricia; Wilkinson, Helene; Rae, Sally; Dean, Bonnie A.; Eady, Michelle J.; Capocchiano, Holly; Trede, Franziska; Yuen, Loletta – Journal of University Teaching and Learning Practice, 2021
Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The…
Descriptors: Work Experience Programs, COVID-19, Pandemics, Foreign Countries
Sheridan, Lynnaire; Price, Oriana; Sheridan, Lynn; Plumb, Melinda; Cunial, Renee; McDonnell, Taryn; Pocius, Rozalia – Journal of University Teaching and Learning Practice, 2021
The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis' Theory of Practice…
Descriptors: Foreign Countries, Work Experience Programs, Experiential Learning, Teaching Methods
