Reflective writing is recognized as a valuable tool in work-integrated learning (WIL) programs, yet there is limited research on students' voices. This study explores what reflective writing means to WIL students and why it is important to them. Using categorical narrative analysis, this research examined 200 reflective essays from international…

The COVID-19 pandemic disrupted life, leading to travel restrictions, social distancing, remote work, and home schooling. During its peak, many in-person, international work-integrated learning (WIL) programs, such as study tours, shifted online. As higher education evolves post-pandemic, online WIL remains popular for its flexibility,…

This article contributes to the growing literature on pre-work-integrated learning through an evaluation of its application in two concurrently taught courses at RMIT University (Vietnam) in collaboration with Investing in Women, an initiative of the Australian government to promote women's economic empowerment in Southeast Asia. An impact…

The rapid urbanization and industrialization have intensified the multifaceted challenges faced by cities in addressing infrastructure and service delivery demands. These complexities necessitate a robust convergence of academic, research, and industry ecosystems to foster professional skills development across various levels of urban and regional…

Collaboration is key for success across multiple industries, including healthcare settings. In order to prepare students for contemporary and future healthcare landscapes, there is scope for higher education to embrace development of a range of capabilities for collaboration, including those that might be less visible and hard to measure. Using…

With agricultural education teachers continually leaving the teaching profession, it is up to schools and administrators to assist in retaining teachers. People are motivated differently based on their experiences and goals for their futures. Both intrinsic and altruistic motivators are highly involved when one decides to become a teacher. The…

Universities tend to focus on the hard skills required within disciplines, with a general lack of focus on the teaching of soft skills, specifically in the hard sciences, while a graduate with good attributes ought to have both. There is an uncertainty over whose responsibility it is to teach soft skills between industry and universities, with the…

Applying Geert Hofstede's (1980) framework of cultural dimensions to a qualitative study, this paper explores international student perceptions of how cultural norms affect learning and development within international education work-integrated learning (WIL). Focus group interviews were conducted with twenty international student participants,…

Practical skills development is a growing priority for government and industry, driving the integration of work-integrated learning (WIL) into degree programs. While WIL is recognized for preparing students for the workforce concerns persist regarding mental health and wellbeing support during placements. This study examines a pilot series of…

This paper examines an interdisciplinary initiative at Queen Mary University of London (QMUL), focusing on the collaboration between qTech and qNomics in delivering a multi-disciplinary project designed to bridge the gap between academic learning and professional experience. The collaboration fosters direct engagement with industry and provides…

In this study, we examined the relationship between work-integrated learning (WIL) participation and securing job offers. We used a sample of 18,966 graduation survey responses collected over 7 years at a large public research institution in Florida. Specifically, we investigated how this relationship may have changed post-COVID. In the 2016-2017,…

Higher education institutions require innovative work integrated learning models to deliver sufficient and appropriate practice opportunities for students. This study describes the experience of an interprofessional placement course by students enrolled in a prosthetic and orthotic degree at a regional university in Australia. Twelve…

This article investigates the systemic barriers impeding qualification completion for students enrolled in National Accredited Technical Education Diploma (NATED) programmes at a South African Technical and Vocational Education and Training (TVET) college, focusing on the critical interplay between financial support and Work-Integrated Learning…

Telehealth healthcare service delivery requires unique competencies, as it remains a valuable healthcare service post-COVID, including clinical exercise physiology (CEP) contexts. As such, it is imperative health students develop telehealth skills, with this pilot research exploring CEP student and supervisor experience of co-delivering a…

Many pre-service teachers prolong studies or fail to complete teaching degrees due to financial hardship. This attrition exacerbates the teacher shortage in Australian schools. Our research uses critical theory to explore the challenges for pre-service teachers as they complete the compulsory professional experience component of initial teacher…