The Routledge International Handbook of Work-Integrated Learning, third edition, provides an extensive overview of work-integrated learning (WIL) for practitioners and educators, and contains practical insights on how to improve everyday application of it.
WIL is a diverse and complex subject, with much debate around what constitutes good practice. In this Handbook, well-established international WIL, an extensive compilation of relevant literature related to its application, and examples of good practice. The third edition has been substantively revised and restructured, presenting 11 different models of WIL along with supporting literature and examples, and discusses developing and managing WIL within a qualification and across the institution. The Handbook also presents evidence-based benefits for stakeholders and explores topics such as stakeholder engagement, risk management, and the role of national and international associations. This Handbook presents discussions on defining the practice of WIL and explores the current literature on theoretical thinking of WIL, wellbeing, equity and inclusion, assessment, and quality indicators.
Bringing together scholars and specialists from around the world, this Handbook is essential reading for practitioners, educators, researchers, higher education leaders, and policy makers.
Table of Contents:
Section 1: History, definition and theoretical background of work-integrated learning
1. Contemporary challenges and diverse practices of work-integrated learning in higher education
Karsten E. Zegwaard and T. Judene Pretti
2. Work-integrated learning: A U.S. history with lessons learned
E. Sam Sovilla and Jim Varty
3. Defining work-integrated learning
Karsten E. Zegwaard, T. Judene Pretti, Anna D. Rowe and Sonia J. Ferns
4. Applying educational thinking in work-integrated learning
Jared Carpendale and Ian Mitchell
5. Organizational theory: Leveraging its explanatory potential for work-integrated learning
Patrice Twomey and T. Judene Pretti
Section 2: Benefits for stakeholders
6. Benefits of work-integrated learning for students
Denise Jackson and Elizabeth J. Cook
7. Benefits of work-integrated learning for host organizations
Jenny Fleming, Sonia J. Ferns and Karsten E. Zegwaard
8. Benefits of work-integrated learning for educational institutions
Kerry Aprile, Ian Sladen and James Stellar
Section 3: Models of work-integrated learning
9. The practice of cooperative education
Anne-Marie Fannon
10. The practice of block placements
Kathryn Hay, Jo Borren, Jane Maidment, Raewyn Tudor and Dominic Chilvers
11. Work-integrated learning through the practice of sandwich degrees
Julie Udell, Vicki O’Brien, Sarah Flynn, Helen Hooper and Francesca Walker-Martin
12. The practice of short-term and part-time work placements
Anna D. Rowe, Sonia J. Ferns, Patricia R. Lucas, Leanne Piggott and Theresa Winchester-Seeto
13. The practice of apprenticeships as work-integrated learning
Sally Smith, Ella Taylor-Smith, Khristin Fabian and David Klotz
14. The practice of entrepreneurship education and start-up creation
Alon Eisenstein
15. The practice of service learning as work-integrated learning
Faith Valencia-Forrester
16. The practice of non-placement work-integrated learning
Laura Rook and Bonnie Amelia Dean
17. The practice of simulations as work-integrated learning
Belinda Judd, Jennie Brentnall, Anna Phillips and Melanie Aley
18. The practice of online internships
Joy Perkins and Amy Irwin
19. The practice of international work-integrated learning
Karima Ramji, Shabnam Surjitsingh Ivković, Nicole Miller, Farzana Karim-Haji and Sherilyn Trompetter
Section 4: Developing and managing work-integrated learning programs
20. Establishing a new work-integrated learning program in a degree
Bonnie McBain, Paul Stolk, Kylie Twyford and Liam Phelan
21. Establishing and managing a blended approach to institutional work-integrated learning
Mohna Baichoo, Jennifer Fane, Tania Loken and Aurelea Mahood
22. Quality indicators of work-integrated learning
Matthew Campbell and T. Judene Pretti
23. Accreditation and quality in work-integrated learning: An international comparison
Sonia J. Ferns and Christine Arsenault
24. Learning ecosystems: Enhancing student understanding and agency through work-integrated learning
Norah McRae and Jennifer Woodside
25. Building sustainable partnerships and managing expectations of work-integrated learning stakeholders
Elyce Green, Rebecca Barry, Jayne Lawrence, Brent Smith, Alicia Carey, Melanie Peelgrane and Zara Crawford
26. Risk management of work-integrated learning
Craig Cameron, Jenny Fleming, Kathryn Hay and Anne Hewitt
27. Understanding the national context of work-integrated learning
Philip S. Rose
Section 5: Topical challenges, opportunities and future directions
28. Preparing students to thrive in work-integrated learning
Theresa Winchester-Seeto and Anna D. Rowe
29. Using instrumental mentoring to prepare students for work-integrated learning
Dawn Bennett and Cindy Ann Smith
30. Learner assessment in work-integrated learning
Jennie Brentnall, Belinda Judd, Jacqueline Raymond and Emma Ashcroft
31. Adapting to an accelerating, disruptive future: Melding work and learning through the role of the T-Professional
Philip Gardner and April L. Perry
32. Applying principles of equity, diversity, inclusion, and access in work-integrated learning
Ainsley S. Goldman, Gifty MacKay, Vicki L. Lowes, Letitia Henville, Jewell Gillies, Cynthia Jairam-Persaud, Susan Soikie, Njamba J. M. Koffi, Naeemah Shah and Julie Walchli
33. Supporting the wellbeing of students: A framework for work-integrated learning programs
Iro Konstantinou, Trevor Gerhardt and Elizabeth Miller
34 Paid and unpaid work-integrated learning: Challenges and opportunities
Katharine Hoskyn, Craig Cameron, Patricia R. Lucas, Franziska Trede, Loletta Yuen, Sally Rae, Holly Capocchiano and Michelle J. Eady
35. Address complex global challenges: Developing cultural intelligence in work-integrated learning
Norah McRae, Karima Ramji and Shabnam Surjitsingh Ivković
36. Establishing sustainable national and global networks for promoting work-integrated learning
Judie Kay, Norah McRae, Nancy Johnston and James Stellar
37. Future directions for advancing work-integrated learning pedagogy
Karsten E. Zegwaard and T. Judene Pretti
About the Author :
Karsten E. Zegwaard is Associate Professor and Director of Work-Integrated Learning Research at the University of Waikato, New Zealand. Karsten is Editor-in-Chief for the International Journal of Work-Integrated Learning, President of Work-Integrated Learning NZ, Executive Board member of the World Association of Cooperative Education, and a recipient of several international awards.
T. Judene Pretti is Director of Business Services for Co-operative and Experiential Education, and Senior Advisor for the Work-Learn Institute at the University of Waterloo, Canada. Judene is a recipient of the Dr. Graham Branton Award for research excellence, Associate Editor for the International Journal of Work-Integrated Learning, and President-Elect for Co-operative Education and Work-Integrated Learning Canada.
