international handbook of work-integrated learning, 3rd
TRANSCRIPT
International Handbook of Work-Integrated Learning, 3rd edition Editors: Dr Karsten Zegwaard, University of Waikato, New Zealand Dr Judene Pretti, University of Waterloo, Canada The Handbook is intended to be a ‘go-to-first’ book for WIL practitioners, educators, and researchers. The chapters will draw together a comprehensive collation of established knowledge related to the chapter topic and, therefore, will be thoroughly informed by literature (the word limit has allowed for a comprehensive reference list). The writing style is intended to be easy to read and relevant chapters should have a strong focus on providing guidance on the implications for practice. Authors are able to express interest in more than one chapter, however, the author selection process will likely limit authors as lead author of only one chapter. Notes:
- The shaded chapters indicates chapter author(s) have already been determined - Chapter titles are indicative only, however, some sections will need to follow a particular style for chapter titles - Word limit (inclusive of reference list) varies for some chapters to reflect the likely volume of the literature used.
Chapter
# Title Notes/chapter overview
Word Limit (including
ref list)
1. Introduction chapter 7,000
Theoretical background and Development
2. History of work-
integrated learning
7,500
3. Defining work-
integrated learning
7,500
4. Theories of learning in
work-integrated
learning
7,500
5. Organizational theory
for workplace
engagement
This chapter will explore organizational theory in relation to WIL. This chapter will add to the
WIL literature by introducing organizational theory and thinking into the WIL scholarly discussion.
The theories will be contextualized to the WIL context and in relevance to work placements,
students’ preparedness for, and incorporation into workplaces, and higher educational institutions.
The chapter will also include a discussion of implications of organizational theories for the practice
of WIL.
7,500
Benefits of work-integrated learning for stakeholders
6. Benefits for students This chapter will focus on benefits of WIL for students. The discussion will outline the range of
benefits for student learning, development, career clarification, networking, developing a
professional identity, etc. The chapter is expected to make full use of the extensive literature
available and likely will need to make use of tables of references of benefits in order to present the
literature.
9,000
7. Benefits to
employers/external
partners
8,000
8. Benefits to
institutions
This chapter will focus on benefits of WIL for educational institutions. The discussion will
include the array of direct and indirect benefits to a range of types of educational institutions,
including (but not limited to) institutional reputation, levering additional activities from prior
established WIL relationships, links to informing teaching practice with examples of workplace
practice, etc. The chapter is expected to make extensive use of available literature, which will
include literature outside the WIL literature, and, if needed, may make use of table of references of
the benefits.
7,500
9. Benefits to
Community/Society/g
overnment
This chapter will focus on benefits of WIL for community/society, government, and the nation.
The discussion will include, but not limited to, the benefits of student service in community groups,
societal needs/wellbeing, importance of close links between community and institution, additional
benefits (e.g., industry-funded research projects), etc. The discussion will also include, if possible,
cost/benefit of investing in education level (community as an investor), policy design, and national
economic factors. This chapter is expected to make comprehensive use of literature and, if needed,
may make use of table of references to benefits.
7,500
Good practice of work-integrated learning
10. Work-integrated
learning through the
practice of cooperative
education
This chapter will provide a very brief historical overview of cooperative education (keeping in
mind the earlier History of WIL chapter will include history of Co-op). The chapter will continue to
explain the definitions, parameters and common practices of Co-op, provide defining elements of
Co-op from similar WIL types, making linkages to student learning and integration into the wider
curriculum, explore the challenges and difficulties of the practice, and student learning within, of
this form of WIL presents and solutions/responses. This chapter must remain within the narrow
definition of Co-op and not overlap significantly with the Work Placement chapter, which has a
broader definition and more variable practice. The chapter must provide a global perspective,
drawing upon a wide range of literature, allowing for discussion of small and large practices, and
dedicate 1/3 of the chapter to one (perhaps two) good example of the practice of Co-op. The chapter
should provide final words on future directions relevant to this practice of WIL.
7,500
11. Work-integrated
learning through the
practice of work
placements,
internships,
practicums, and,
clinical placements
(full time, 400 hour,
full immersion
placements)
This chapter will provide a very brief historical overview of work placements, internships,
practicums and clinical placements (keeping in mind that history is covered by the earlier History
of WIL chapter). The chapter will continue to explain the definitions/describers, parameters and
common practices of work placements, internships, practicums, and clinical placements provide its
defining elements from similar WIL types, making linkages to student learning, explore the
challenges the practice, and student learning within, of this type of WIL presents and
solutions/responses. This chapter must also include a defined section dedicated to practicums and
clinical placements as a requirement of a professional accredited degree, including the linkages
between expected student experiences and learning outcomes through to the influence on
practicum and clinical placements design. The chapter will need to explain how different countries
use the term internships (e.g., in North America internships are different from work placements
and Co-op, the rest of the world see these mostly as synonymous). The chapter must provide a
global perspective, drawing upon a wide range of literature, and dedicate 1/3 of the chapter to one
(perhaps two) good example of the practice of work placements. The chapter should provide final
words on future directions relevant to this practice of WIL.
7,500
12. Work-integrated
learning through the
practice of sandwich
degree or similar
practice with
extended period of
work placements
This chapter will provide an overview of the practice of Sandwich Degrees or similar where
students either during their studies or at the end of their studies undertake an extended period (9-
12 months) of continues full-time work placement that is within the degree curriculum. This
chapter will provide a background to the development of such practice of WIL and the unique
benefits of student engaged with work placements for an extended period of time in comparison to
other practices of WIL (in particularly the practice of 400 hour placements or similar). The chapter
will also explore the challenges and difficulties associated with this practice of WIL and provide
discussion around, for example, how to ensure student engagement with assessment and how this
WIL experience is or should be integrated into the curriculum. The chapter must provide a global
perspective, drawing upon a wide range of literature, and dedicate 1/3 of the chapter to one
example of good practice. The chapter should provide final words on future directions relevant to
this practice of WIL.
7,500
13. Work-integrated
learning through the
practice of short-term
work placements and
part-time placements,
part-time field
placements.
This chapter will provide an overview of the practice of short-term work placements (e.g., 2 week
placements) and part-time placements (e.g., 1 day a week for a year). The chapter will include a
description of common practices of short-term and part-time work placements/field placements, the
challenges these presents in regards to, for example, student enculturation into the workplace, level
of immersion into the workplace, authenticity, and student engagement and workplace
productivity, and possible solutions or responses to these. The chapter will have a focus on student
learning and include discussions around how this practice of WIL can be integrated into the wider
curriculum of the students study, and explore possible benefits and detriments of short-term
placements and part-time placements compared to, for example, 400 hour full-time placements The
chapter must provide a global perspective, drawing upon a wide range of literature, and dedicate
up to half of the chapter to a good example of the practice of short-term and of a part-time work
placements. The chapter should provide final words on future directions relevant to this practice of
WIL.
7,500
14. Work-integrated
learning through the
practice of
apprenticeships
This chapter will provide an overview of the practice of apprenticeships as part of WIL. This
chapter will include a short history of apprenticeships, how this practice of WIL differs from other
WIL practices, and how apprenticeships are incorporated into the higher education curriculum,
how student learning and their activities are/should be supported, and types of learning outcomes
that are expected. This chapter will also include discussion on the benefits to the student and the
educational institution, and the unique challenges to student learning and the practice of
apprenticeships with possible solutions inherent to this form of WIL. The chapter will be primarily
focused on the polytechnic/technological institutions, must provide a global perspective, drawing
upon a wide range of literature, and dedicate up to half of the chapter to one or two examples of
good practice. The chapter should provide final words on future directions.
7,500
15. Work-integrated
learning through the
practice of
entrepreneurships,
enterprise, and start-
ups
This chapter will provide an overview of the practice of Entrepreneurships, Enterprise, and Start-
ups as part of WIL. This chapter will include how these WIL practices are (or could be)
incorporated into the higher education curriculum, how student learning and their activities
are/should be supported, and types of learning outcomes that are expected. This chapter will also
include discussion on the benefits to the student and the educational institution, and the unique
challenges with possible solutions inherent to this form of WIL. Discussion of scalability would be
useful. The chapter must provide a global perspective, drawing upon a wide range of literature,
and dedicate up to half of the chapter to one or two examples of good practice. The chapter should
provide final words on future directions relevant to this practice of WIL.
7,500
16. Work-integrated
learning through the
practice of community
service/volunteering/s
ervice learning
This chapter will provide an overview of the practice of service learning, community service, and
volunteering as part of WIL. This chapter will provide a brief history, include how these WIL
practices are incorporated into the higher education curriculum, how student learning and how
their activities are/should be supported, and types of learning outcomes that are expected including
linkages to global citizenship. This chapter will also include discussion on the benefits to the
student and the educational institution, and the unique challenges with possible solutions inherent
to this form of WIL, including, for example, the elements of no payment, exposure of inequities in
society, and ways of ensuring the students’ wellbeing. The chapter must provide a global
perspective, drawing upon a wide range of literature, and dedicate 1/3 of the chapter to one
examples of good practice. The chapter should provide final words on future directions relevant to
this practice of WIL.
7,500
17. Work-integrated
learning through the
practice of class-based
WIL projects work-
connected project
This chapter will provide an overview of the range of practice of work-related projects and non-
placement WIL where the WIL practice is not full immersion into a workplace. This chapter will
include how these WIL practices are incorporated into the higher education curriculum, how
student learning and how their activities are/should be supported, and types of learning outcomes
that are expected. The chapter will also discuss ways the external partner is involved with this
form of WIL. Discussion should include a focus of the student learning and the authenticity and
meaningfulness of the tasks the students are engaged in, and the possibility of teamwork and teams
in competition with perhaps a ‘dragon’s den’ component. The chapter must provide a global
perspective, drawing upon a wide range of literature, and dedicate up to half of the chapter either
exploring arrange of examples of good practice or on one example of good practice. The chapter
also needs to present discussion on the benefits/advantageous and disadvantageous this practice of
WIL has over other forms of WIL (e.g., the more resource intensive forms such as work placements
and co-op). The chapter should provide final words on future directions relevant to this practice of
WIL.
7,500
18. Work-integrated
learning through the
practice of
simulations
This chapter will provide an overview of the practice of simulated WIL. WIL is defined as
requiring external stakeholder involvement with the student learning, therefore, this chapter must
discuss simulated WIL where an external partner is clearly and actively involved with the learning
process, for example, mentoring of the students, “dragon’s den” activity, and/or evaluation and
feedback to the student. The discussion should include how authenticity and meaningfulness of the
tasks are heightened or ensured, and how student engagement can be enhanced and measured.
The discussion should also include expected student learning outcomes and how to support
students to achieve these learning outcomes. The chapter should also include mention of using
simulations as preparation for the WIL activity, however, remain mindful that this element can also
be covered by the chapter covering preparation for WIL. The chapter must provide a global
perspective, drawing upon a wide range of literature, and dedicate up 1/3 of the chapter on an
example of good practice. The chapter should provide final words on future directions relevant to
this practice of WIL.
7,500
19. Work-integrated
learning through the
practice of remote
WIL and the digital
workplace
This chapter will provide an overview of the practice of remote WIL or WIL with a digital
workplace. This chapter essential discusses work placements that does not include the student
attending a physical workplace and instead the workplace is in the digital space. The chapter will
discuss the challenging elements of ensuring and measuring student engagement, challenges of
digital requirements and digital literacy for the student and the employer, mechanisms/platforms
used to engage in the virtual space, and other opportunities and challenges associated with this
practice of WIL. The chapter will also discuss learning outcomes, and challenges within, unique to
this practice of WIL and how these may support the practice of future work. The chapter must
provide a global perspective, drawing upon a wide range of literature, and dedicate either 1/3 of
the chapter to one example of good practice or up to half of the chapter on several examples of
good practice. The chapter should provide final words on future directions relevant to this practice
of WIL.
7,500
20. Work-integrated
learning through the
practice of
international WIL
(placements
conducted in another
country)
This chapter will provide an overview of the practice of international WIL. This chapter will
provide a background of internationalization of WIL and global mobility related to WIL. The
chapter will provide details of the expected student learning outcomes unique to this practice of
WIL. The chapter will also discuss the unique challenges encountered with this practice of WIL (in
regards to actual practice and learning), including how student safety and wellbeing is ensured,
how this practice integrates in to the curriculum, and how the practice supports the future of work.
The elements of resourcing (the extent of which and the challenge of high resource/costs), support
structures for students, the use of partnering institutions/organizations, etc. should be covered. The
chapter must provide a global perspective, drawing upon a wide range of literature, and dedicate
either 1/3 of the chapter to one example of good practice or up to half of the chapter on several
examples of good practice. The chapter should provide final words on future directions relevant to
this practice of WIL.
7,500
Developing work-integrated learning programs
21. Establishing a new
WIL program within a
discipline or degree
This chapter will explore the process and challenges of setting up a new WIL program within a
subject or group of subjects (e.g., department/school) which did not have (or had very little) prior
practice of WIL. This chapter will include discussion around allocation of resources and types of
staff resources needed, how the WIL program was integrated into the curriculum, process within
university (and external to university, if applicable) to obtain approval of to commence a new
program, challenges encountered and how these were overcome or managed, how the program
was managed through the implementation years, and how new external networks were developed.
The chapter will also describe the types of WIL program that were introduced and the rationale for
selecting this type of WIL program. This chapter will likely focus on one example, however, where
possible needs to draw from wider examples and wider literature. The chapter needs to include a
section on advice directed to other program developers on how to implement a new WIL program
within another subject or group of subjects.
7,500
22. Establishing and
managing the practice
of institutional wide-
WIL within an
established institution
This chapter will explore the process and challenges of establishing and maintaining institutional-
wide WIL within an established institution. This chapter will include discussion around
institutional leadership and aligning with institutional strategic direction and goals in relation to
WIL, allocation of resources and types of staff resources needed, how institutional-wide WIL
levered off and up-scaled from existing WIL programs. The discussion will also explore criteria
around what was institutionally defined as WIL, if WIL was compulsory or strongly encouraged
(with explanation of why), the elements that are/should be managed centrally and the elements that
are managed within the departments/schools/faculties. The chapter will include discussion on
challenges encountered, ongoing challenges, the rationale around the types of WIL selected, how
diverse practices of WIL were incorporated, and how these were overcome or managed. This
chapter will likely focus on two examples (one with a highly centralized approach and the other
with a semi-centralized/de-centralized approach), where an institutional decision resulted in the
institutional-wide practice of WIL. Where possible, the chapter needs to draw from wider
examples and wider literature, and retain discussion relevant to an audience from different
contexts. The chapter needs to include a section on advice directed to other program developers on
how to implement institutional-wide WIL.
7,500
23. Quality indicators of
work-integrated
learning
This chapter will explore the elements of quality indicators of WIL. With the expanding practice of
WIL, programs of variable quality are introduced. This chapter will explore what are the quality
indicators of ‘good’ WIL and ‘good’ learning outcomes, the underpinning arguments of these
quality indicators, and present a quality indicator framework that can be used to evaluate and
improve the delivery of WIL programs. This chapter needs to remain mindful of the Accreditation
Chapter. This chapter must retain an international perspective and allow flexibility to be applied to
a wide range of contexts and be well-informed with literature and theory. There is no need for a
case study for this chapter, however, authors may do so to briefly show the effectiveness of the
quality indicator framework.
8,500
24. Accreditation of Co-
op and/or WIL
programs
This chapter will explore the merit and the practice of an accreditation program for WIL or a
practice within WIL. The chapter will need to explore established accreditation programs of WIL
or a practice within WIL and draw upon knowledge of other related accreditation programs of non-
WIL programs. This chapter will need to present an argument for accreditation, the benefits and
strengths of such programs, weakness and challenges presented by accreditation, and an indication
of what framework would be used to enable accreditation (being mindful of potential overlap with
the chapters on Quality Indicators of WIL and evaluation of WIL). This chapter must make
linkages to student learning and how accreditation could ensure/enhance student learning, quality
student experience, and good WIL practice. This chapter will likely focus on an example of an
established accreditation program for the practice of WIL or a practice within WIL, however, must
retain, where possible, an international focus to the chapter. The chapter must include a section on
how to establish an accreditation program for WIL.
7,500
25. Building sustainable
partnerships and
managing
expectations of WIL
stakeholders.
This chapter will explore the elements and models of effective maintaining and building of
sustainable partnerships and network relationship management for WIL. Fundamental to the
practice of WIL the relationship between the student, the institution, and the external stakeholder
(employer, community, etc). The latter requires considerable care to develop and maintain. This
chapter will explore the theories of effective relationship building between all stakeholders and the
benefits of effective relationship management, explore the practicalities of relationship maintenance
within a WIL program and across the institution (e.g., the complexity of multiple institutional
relationships with the same external stakeholder), and managing expectations of each of the
stakeholders. This chapter should also include examples of software platforms of manage
relationships across the institution. There is no need for a case study for this chapter, however,
authors may find it useful to do so. This chapter must retain an international focus to the
discussion and remain mindful of the application of the knowledge presented to multiple contexts.
The chapter should have a section dedicated to providing advice/framework for establishing good
external stakeholder relationship management.
7,500
Topical issues in work-integrated learning
26. Preparing students for
the WIL activity
This chapter will discuss the important elements of appropriately preparing students for WIL and
empowering them to take ownership and responsibility of their learning. This chapter will provide
a comprehensive overview of the literature, which will likely dominate the chapter. The chapter
will also explain the importance of preparation of the student for WIL, the level of preparation
required depending on the type of WIL, elements of preparation needed, and preparation activities
(including a mention of using simulations as a form of preparation for WIL). The chapter will
expand further to prepare students for learning in the workplace (e.g., students’ ability to engage in
reflective learning) and enabling student to take responsibility of their learning. This chapter will
not require examples, however, must provide a framework(s) of good practice of preparation of
students for WIL.
8,500
27. Student assessment in
WIL
This chapter will discuss assessment practices in WIL. The chapter will explore the principles of
assessment for learning and contextualize this discussion to WIL. The chapter will need to explore
the practice of authentic assessment, use of reflective assessment approach, work performance
assessment, and other assessment approaches and principles relevant to WIL. The chapter will also
explore the challenges and ways to minimize the impact of challenges of assessment in WIL. The
chapter should provide examples of assessment practices and provide a framework of guiding
principles for developing assessment items. There is no need for a case study example (however,
the author may do so), instead there is an expectation of significant use of assessment
examples/description within the chapter.
8,500
28. Integration of WIL
and curricular design
This chapter will explore the aspects of integrating WIL into the curriculum and curricular design
of WIL. The chapter will explore how integration can be achieved, differentiates between
integrated WIL and WIL programs that are standalone from the degree, and discusses elements of
curricular design of WIL. This chapter may include a number of examples or perhaps a case study.
The chapter will provide a dedicated section outlining practical steps of integrating WIL into the
curriculum and implications for curricular designers.
7,500
29. The impact of WIL on
skill development and
employability
outcomes
This chapter will explore the linkages and impacts of WIL on employability outcomes and the
transition from study to employment. There is extensive literature in WIL and employability,
therefore, this chapter will primarily be focused on a synthesis of the literature with perhaps a
meta-analysis approach. There is no expectation of case studies for this chapter, however, there
must be a dedicated section for practical steps WIL practitioners could use to enhance student
employability outcomes.
8,500
30. Contextualizing WIL
to the local context
This chapter will explore the need of contextualizing the practice of WIL to reflect the local
context and the institutional culture. There are examples of good practice models of WIL,
however, many of these are primarily from a Western context and based on large institutions
within large economies while WIL is rapidly expanding in Asian countries and within smaller
economies and smaller educational institutions. This chapter will explore the aspects of
contextualization of the practice, the need to recognize differences in culture, economic, resourcing,
student demographics, local context (e.g., rural vs large city), etc, and the impact of WIL program
design, university structure, and resourcing type. This chapter is likely to draw from many
examples. This chapter must have a dedicated section providing guidelines or a framework for
enabling contextualization of WIL.
7,500
31. Equity, inclusion, and
access in WIL
This chapter will explore the challenging aspect of equitable inclusion of WIL for all students.
As the practice of WIL is increasingly more common in higher education, discussion of equitable
access of WIL has become increasingly important. This chapter will explore where the challenges
lay around equitable access to WIL in regards to socioeconomic, social capital, remote location,
students with children, etc. The chapter will also explore possible discrimination on ethnicity,
gender, age, sexual orientation, disabilities, etc. This chapter must explore the challenges and
possible solutions to reducing these challenges. This chapter may draw from many examples and
must provide a framework or practical guidelines for practitioners to move towards equitable
access to WIL for all students.
7,500
32. Wellbeing and
resilience of students
engaged in WIL
This chapter will explore the challenges of student wellbeing and resilience while undertaking
WIL. The chapter will provide a synthesis of the relevant literature, explore the unique challenges
WIL present in regards to wellbeing and resilience. The discussion must provide practical
guidance on how students’ resilience and wellbeing can be enhanced as part of preparation before
WIL, and how students can be supported during will, including elements of institutional
requirements of duty of care. This chapter will likely include elements of student agency, reflection
on the current educational systems and generational shifts. There is no good practice example
required for this chapter, instead there is an expectation for a practical framework to support
student wellbeing and resilience while undertaking WIL.
7,500
33. The impact and issues
around unpaid work
placements and paid
work placements
This chapter will explore the tensions and practices of paid and unpaid work
placements/internships. This chapter will provide an overview of both practices and their
commonality across a range of disciplines, the ethical and moral tensions of paid vs unpaid, student
needs, legal and exploitative aspects, practice of alternative remuneration, the view that the
‘payment’ is the learning experience, recognition achievement and work contribution, cost and
feasibility for employers, etc. The chapter must also explore what impact payment (or lack of) has
on employer and student expectations, commitment, and quality of the learning experience. The
chapter should also touch upon the prevalence of each practice across different disciplines and the
impact/consequence on the sector and students (and type of student). This chapter is likely to use a
number of examples of practice. The chapter must outline strong argument for both positions,
presenting each position equally, and show how additional benefits could been seen as a substitute
of payment.
7,500
34. Enhancing
intercultural
effectiveness through
WIL
7,500
35. Risk management and
ethical practice in WIL
This chapter will explore the challenges of risks and potential risks inherent in the practice of WIL.
This chapter will include discussion of legal requirements and expectations around managing risk
of the practice of WIL to the institution, the student, and the external partner. This chapter will also
include elements of ethical practice as not all that is legally allowable is necessarily ethical practice.
It is likely this chapter will include a number of examples. It is important that this chapter, where
possible, retains an international perspective. This chapter needs to provide a framework of
managing risk and ensuring ethical practice of WIL.
7,500
36. Careers pathways for
WIL staff
This chapter will explore career pathways of staff involved with facilitating WIL. There are many
different types of staff involved with enabling WIL programs, ranging from administrational
support, student support, teaching and academic, senior academic and non-academic leadership,
and research. This chapter will discuss the full range of types of positions and their respective
possible career pathways. The chapter will also discuss the crossover of these possible career
pathways and explore the facet of staff shifting sideways into WIL from other areas. There is no
need for examples for this chapter, albeit some may be used. This chapter needs to provide career
guidance for emerging WIL staff, including avenues of upskilling and further education (e.g., PhD
studies).
6,000
37. Establishing a
national network for
WIL
6,000
38. National and
International WIL
associations
4,000
39. Future directions and
challenges for work-
integrated learning
7,500