A long-standing concern in teacher education is the variability in the quality of practicum experiences afforded to preservice teachers. Although some variability is due to their personal attributes, preservice teachers often find it difficult to connect theoretical insights to teachers' classroom practices. These challenges can be exacerbated…

There are growing expectations that tertiary education graduates will be ready for working life, that is, possessing the capacities to participate effectively in an occupational practice in a specific work situation. Yet, graduates are often unprepared to fulfil this expectation. In response, tertiary education increasingly includes workplace…

When instructing and supporting Business Degree students through work-integrated learning (WIL) courses, instructors noted high technical skill competence, but less preparedness pertaining to interpersonal and professional interactions. The inability to effectively navigate relationships and workplace contexts could impact the perceived competence…

Forced termination precipitated by interns' departure is prominent yet challenging due to the way it "feels" to leave clients prematurely. Educators endorse a triadic, relational, supervisory matrix for interns' in vivo learning, which situates instruction at the cleavage of the technical and affective aspects of the forced ending…

Support from industry professionals is essential to meet the increasing demand for high-quality work-integrated learning (WIL) that forms a core component of university curriculum in various health professions. This qualitative study used an online survey to investigate the current landscape of exercise science and physiology WIL opportunities in…

Work-Integrated Learning (WIL) is a form of experiential learning that connects students with workplaces in their chosen field of study. WIL is a vital component of South Africa's teacher education, requiring pre-service teachers to complete a school practicum as part of their qualification. This research explores the question: What are effective…

Work-integrated learning (WIL) is recognised as a valuable pedagogical strategy for developing graduate employability, increasing employment prospects and contributing to a range of other learning outcomes. The purpose of this exploratory study was to determine the degree to which WIL students in higher education, felt they fully engaged in…

The theme of belonging in e-pedagogy gained currency in the 2000s when educational providers hastened to join the online teaching and learning boom and studies of building and maintaining a sense of community (SOC) proved central to this endeavour. Motivated by the pandemic-era necessity to convene teaching and learning online as part of a…

It has become evident within higher education and within (or in partnership with) the workplace that there is a growing demand for an integration of learning within the workplace. Formal and intentional models and processes utilizing experiential learning methods and pedagogy are often referred to as work integrated learning. However, there is a…

This paper addresses the question of the relative importance of work-integrated learning placement quality, structure (whether part-time or full-time), and duration (in weeks), for producing employability outcomes. Additionally, we explore whether the quality of those placements is more, less, or equally important than the structure and duration.…

Work-integrated learning (WIL) is widely recognised as significantly contributing to enhancing graduate employability. Empirical evaluation of its impact and value is often confined to work-based WIL (internships/placements/practicums), known to pose challenges with scalability and equitable access. Through the lens of experiential learning, this…

This edited volume offers a range of insights about, practices of, and findings associated with, enrichening higher education students' learning by their engagement in educational processes during and after the completion of their work integrated education experiences. That is, using post-practicum intervention to augment and enrich those learning…

As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions. Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet…

Although work-integrated learning represents an increasingly prevalent part of the tertiary education landscape, there are limited explorations of student experiences through a wellbeing lens. Wellbeing represents more than an individual's quality of life; it is an individual's ability to manage different inputs across intersecting physical,…

Work-based learning provides students an opportunity as aspiring employees to explore careers and to turn theory and simulation into practice by gaining on-the-job experience. The hands-on experience gained from work-based learning opportunities, especially when considered in combination with the attainment and application of employment soft…