Index
Work-Integrated Learning in the 21st Century
ISBN: 978-1-78714-860-4, eISBN: 978-1-78714-859-8
ISSN: 1479-3679
Publication date: 29 August 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Work-Integrated Learning in the 21st Century (International Perspectives on Education and Society, Vol. 32), Emerald Publishing Limited, Leeds, pp. 205-216. https://doi.org/10.1108/S1479-367920170000032020
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Abstraction
, 79
Academic curriculum
period inclusion during practical work
, 4
workplace-related problems in
, 30
Academic outcomes
, 178, 182
Academic performance
, 13, 14, 44
Academic program
, 11–12, 20–21, 25, 59
Academic success
, 47, 121, 184, 186–187
Academic program
, 11–12, 20–21, 117, 120, 121
Academics
, 85, 89–91, 95
enhancement of WIL
, 174
facilitators of professional learning
, 86
removed geographically from placement setting
, 86
repurposable resources, designing of
, 92
teaching resources for
, 92–94
Adaptability skill
, 22, 100
Adaptive innovator See T-shaped professional, concept of
Administrators
, 79, 186
Agentic behaviors of emerging professionals
, 151
Agentic professional
, 150–152
Alternating semesters
, 10
Anxiety
, 47, 86, 178–180, 183, 186
Australian BA programs
, 55, 56, 63
benefits for students
, 58
pressure to generate graduates workforce
, 52
WIL
activities
, 61
contemporary experience
, 61
engagement with
, 52
forms of evident
, 57–58
industry-placement models
, 60–61
work-experiences evident, types of
, 62
Australian higher education, acquisition of vocational outcomes
, 54
Australian universities
liberal arts education in
, 55–56
to meet demands from professions
, 54–55
suppliers of knowledge and knowledge workers
, 54
Australian Wheat Board corruption scandal
, 147, 151
Australian workforce
, 53
Authentic learning
, 36, 42
Autonomy
, 39, 109–110, 151, 179
developing for new work world
, 104
as digital natives
, 104
worker
, 102
Awareness
, 70, 132, 147, 148, 150, 155, 170
Bachelor of Archaeology (BA Archaeology)
, 58
Bachelor of Arts (BA) program
, 52
in Australia
, 55
explicitly supports integration of study
, 56
curriculum structure
, 56
generalist programs
, 52
increasing work-experience opportunities in
, 56
Bachelor of Creative Industries (BCI)
, 60
Baden-Württemberg Cooperative State University (DHBW-Germany)
, 133, 135
Bak–Tang–Wiesenfeld (aka Abelian) sandpile model of self-organizing
, 71
Behavior(s)
, 23, 109, 154, 169
health-risk
, 177
nonverbal
, 132
stress-related maladaptive coping
, 184
verbal
, 132
Behavioral
attributes
, 146, 147, 155
competencies
, 73
dimension
, 132
rupture
, 103
skills
, 146–147
Campus(es)
, 36, 39, 58, 79, 131, 134, 140, 179, 182, 184, 186–187
mental health crisis in
, 179–181
off campus
, 61, 178, 184
on campus
, 62
Campus psychological counselling centers
, 178
Canada-European Union Co-op (CANEU-COOP) program
, 131, 139
benefits for UVic
, 134
funded by Human Resources and Skills Development Canada
, 134
partnership program
, 133–134
research study
, 135
twinning program
, 135
workplace competencies, development of
, 134
Canadian Association for Co-operative Education (CAFCE)
, 29–30
Canadian Bureau of International Education (CBIE)
, 130, 131, 134
Canadian Bureau of International Education 2015 report: A World of Learning
, 141
Canadian postsecondary institutions
, 130
intercultural competency for curriculum development
, 135–137
internationalization, emphasis on
, 131
minority groups in
, 131
See also Canada-European Union Co-op (CANEU-COOP) program
Canadian postsecondary system
, 25
Career actions
, 123, 133
Career aspirations
, 127
Career development
, 7, 9, 121
definition of
, 122
dynamic factors
, 123
HEIs
curriculum development
, 123–124
embedded in
, 122–123
job contributes to organizational objectives
, 123
purpose of
, 123
SA DHET roles and responsibilities on
, 124–125
Career options
, 19, 123
Career patterns
, 123
Career planning
, 121, 123
components of
, 122
definition of
, 122
reality check for students
, 122
Career-ready graduates
, 164
Centre for Advancement of Cooperative Education (WatCACE)
, 135
Change careers
, 12
Cluster analysis
, 77
Cognition
, 132, 166
Cognitive ability(ies)
, 7, 75
Cognitive intelligence (IQ)
, 132
Cognitive technologies
, 70, 72
Collaboration
, 27, 43, 79, 93, 94, 102, 104, 118, 121
Collaborative renewal
, 102
Collaborative trans-disciplinary groups
, 61
College education
, 4
Communication networks
, 102
Communication skill
, 14, 22, 74, 103, 104, 107
Community-based WIL
, 60
Community of practice
, 102, 150, 151, 152
Comprehensive universities
, 117
Confidence
, 70, 75–76, 122, 140, 166–167, 184
Connectedness to school
, 95, 179, 186
Consulting work
, 5
Co-operative (Co-ops)
education programs
, 4, 29–30, 70, 76, 116–117, 125, 134, 137
office
, 121–123
professionals
, 121
students
, 10
Course designers
, 31
CQ-Action
, 132, 135–136
CQ-Drive
, 132, 136, 139
CQ-Knowledge
, 132, 135–136, 139
CQ-Strategy
, 132, 135–136, 139
Creative deconstruction
, 72
Creative destruction
, 70
Creative workers
, 60
Crisis management
, 178
Critical moral agency
, 149, 150, 155, 156
Critical thinker
, 150, 156
Critical thinking
, 146, 150
Cultural differences
, 132, 135–136, 139, 140
Cultural intelligence (CQ)
, 131, 137, 138, 140
definition of
, 130
development of
, 135
dimensions of
, 132
strategy at UVic Co-operative Education Program and Career Services
, 133
Cultural Intelligence Scale (CQS)
, 135, 136
Curricular responses
, 20–21
Curriculum
, 14
decolonization of
, 119–121
definition of
, 119
professional identity development, structuring of
, 152–154
Data storage technologies
, 72
Decolonization of curriculum
, 119–121, 126
Deliberate professional
, 91, 148
Department of Higher Education and Training (DHET), South Africa
, 118, 124–125
Depression
, 178–180, 183, 185–186
Design-based thinking
, 61
Digital communications
, 101
impact of
, 107
modes
, 108
proficiency in formats
, 106
skills
, 103
technologies
, 100, 102
Digital information-seeking skills
, 101
Digital literacy
, 89, 90, 94, 102, 104, 107, 110
Digital media
, 101, 103
Digital natives
, 104
Digital platforms
, 104, 106
Digital proficiency
, 104
Digital skills
, 103, 104, 105, 110
Digital spaces
, 102
Digital technology(ies)
, 53, 100–101, 110
advantages of
, 102
assumptions
, 105–107
challenges faced by workplaces
, 103–105
educational institutions integrated
, 102
facilitation of skill acquisition
, 102
WIL assistance in
, 103
Discipline-based teaching
, 31
Discipline-specific technical tasks
, 155
Disruption in employment
, 70–73, 103
Educational dilemmas
, 46
Educational goals
, 59, 168
Educational institutions
, 26, 36, 37–38, 42, 45, 102, 107, 118, 123
Educational program
, 3–4, 45–46, 71
Educators
, 20, 47, 186, 18, 127, 154, 174, 191–192, 194
aims of
, 154
objective in WIL
, 154
postsecondary
, 20
to support student development
, 156
E-learning platforms
, 102
Emerging adult(s)
, 178, 179, 180
Emerging adulthood
, 179
Emerging professionals
agentic behaviors of
, 151
pathways for
, 150
Emotional intelligence (EQ)
, 53, 110, 132
Employability
, 6, 27, 30, 104–105, 124, 126, 178, 191–192
definition of
, 57, 117
skills
, 22, 134
Employers
, 5–6, 31, 36, 78, 117–118, 130, 146, 185
bias regarding skills
, 11
contemporary higher education
, 52
co-operative education work
, 134
demand
, 164
expectation for contemporary higher education
, 52
graduate
, 23
looking for graduates
, 53
responsibilities
, 123
supervisors
, 133
technology impact for students placement
, 106
work experience effect on future work
, 14
Employment
, 5, 57, 63, 178, 180, 191
discrimination
, 123
fulltime
, 12, 63, 179, 181, 183
future
, 9, 13–14, 60
public and private sector
, 26
See also Disruption in employment
Employment and Social Development Canada
, 134
Energy of students
, 167
Entrepreneurial work
, 5, 26, 58, 61, 77
Ethical behaviors
, 53, 147, 149
Ethnic
, 180, 181, 183
European Union
, 134
Examination process
, 38
Experiential learning model, stages of
, 133
Experimentation
, 70, 137
with learning environments
, 79
Fab Labs
, 102
Facebook
, 26, 88
Face-to-face interaction / communication
, 103, 104, 108, 109
Faculty
, 6, 31, 59, 79, 133
Far transfer
, 23
Fatigue
, 165, 166, 167
FH Joanneum University of Applied Sciences (Austria)
, 133, 135
Financial burden
, 179, 180
Flexibility skill
, 22, 58, 61, 146
Formal education
, 32, 36, 37, 38, 39, 44, 47, 84
Formal school-based learning
, 37
Formal training
, 38
Freelancers
, 26
Friend sickness
, 185
Further Education and Training (FET) Colleges
, 124
Good expression
, 53
GPS
, 92, 94
Graduate attributes
, 31, 52, 146, 154
Graduates of higher education, challenges for
, 24
changes in labor market knowledge
, 20–21
multiple career path changes
, 21
nonlinearity of study to work
, 20
rapid changes in work world
, 21–22
See also Skills
Grant-funded research projects
, 60
Health
, 42, 89, 172, 177, 180, 184
Higher education
, 23, 35–48, 53, 74, 117, 123, 146, 178, 179, 180, 181, 182, 187, 194
in contemporary neoliberal
, 54
criticism of
, 36
depression among students of
, 178
for nurses, work-based learning. See Work-based learning, for nurses in higher education
whole person for success
, 192
Higher Education Institutions (HEIs)
, 79, 116, 181, 187, 194
career planning and development programs embedded in
, 122
in emerging economies
issues
, 119
in South Africa
, 116
categories of
, 117
challenges
, 126
Council on Higher Education recommendations
, 119
decolonization of curriculum
, 120
Higher vocational education (HVE)
, 36, 42–47
See also Work-based learning
Human capital
, 54, 180
Humanities, creative arts, and social science (HASS) disciplines
, 52
Human Resources and Skills Development Canada
, 134
IBM
, 74
Identity
, 86, 87, 148, 149, 152, 154, 184, 185
Immediate outcome WIL program
, 13
Independent professionals
, 26
Independent, The
, 74
Individual dispositions
, 165, 166
Individuals learn
, 164
Industry-commissioned projects
, 60
Industry-placement models
, 61
Informal work-based learning
, 38
Information and communication technologies (ICTs)
, 109
Information literacy
, 102
Innovation
, 53, 70, 102, 106, 169
Integrating
formal education
, 38
school-based education
, 44
workplace learning
, 44
Interactive measurement mode
, 11
Intercultural competency development curriculum (ICDC)
, 135–140
International WIL programs
, 130, 133
CQ development in students
, 135
offered through UVic Co-op program
, 133
Internet
, 87, 102, 104, 106, 107
Internships
, 4, 10, 12, 58, 70, 71, 76, 118, 121, 152
Interpersonal skill
, 22
Intrapreneurship
, 61
Job(s)
, 4, 5, 6, 7, 9, 11, 13, 27, 60, 73
analysis
, 121
definition of
, 125
role in WIL
, 125–126
creation
, 71
criterial for holding
, 70
disappearances
, 70
future
, 11, 13, 14
growth
, 70–71
held
, 13
level
, 6, 9
loss
, 70
offers
, 9, 11, 13, 125
performance
, 6–7, 9
future
, 14
permanent
, 11
-relevant experience
, 6–7
requires knowledge and skills
, 20–21
satisfaction
, 9, 11
on work term
, 13
seekers
, 21, 23, 26
challenges faced by
, 31
situation in computing
, 74
specification
, 126
See also Disruption in employment; Work-Integrated Learning (WIL) model/program
Journalism
, 57
Knowledge
, 7, 9, 11–15, 19, 22, 24, 26, 27, 31, 36, 40, 44, 86, 110, 192
discipline-based
, 20
discipline-specific
, 58
economies
, 37, 53
employability-specific
, 22
employers
, 23
existing
, 25
labour market
, 20–21
mobilizers
, 25
production
, 48, 53
transfer abilities
, 32
transfer/mobilization
, 22–23, 25, 29
Kolb
, 29, 91, 133, 137, 194
KSAOs
, 9, 13
Leadership
, 7, 27, 31
skills
, 22
student
, 76
Learner(s)
, 24–25, 29, 70, 87, 147, 164–165, 171
access and participation in authentic workplace activities
, 169
acquisition failure
, 22–23
agentic
, 63
engagement
, 28
lifelong
, 20, 27, 191
meaning makers
, 165
postsecondary
, 23
propensity for skill and knowledge transfer
, 28
self-directed
, 30, 93, 108
self-regulatory
, 47
skills to WIL experiences
, 166
Learnerships
, 118
Learning
, 45, 191
to adapt virtual working ways
, 107–108
curriculum
, 37
experiential
, 29
in hybrid spaces
, 85–88
missed opportunities
, 85
past
, 29
reflection tool for
, 155
at work
, 36
in workplace
, 152
See also Work-based learning
Learning in Working Life (LiW)
, 42–44
Legitimate peripheral participation
, 164
LGBTQ +
, 183
Liberal arts education program
, 51
in Australia
, 55–56, 61
work-integrated learning program
, 56–58
in evolving economy
, 53–54
in neoliberal world
, 54–55
Lifelong learners
, 20, 27
Linked-In
, 26, 100
blogs
, 88
Literacy skill
, 22
Logical thinking
, 53
Loneliness
, 179, 182, 185
Management development
, 7
Measurement mode
definition of
, 10
relation with performance
, 10
Mental distress
, 178
Mental health illness among students
campus crisis
, 179–181
of higher education
, 178
National Union of Students (NUS) survey
, 178
on-campus intervention programs
, 187
participation in WIL program, impact of
, 184–185
pathways to success
, 186–187
sense of belonging
, 182–183
social support
, 181, 183–184
solutions and protective factors
, 181
Metacognition (or notion of thinking about thinking)
, 28, 132
Metacognitive
instructions for learning at work
, 38
learner to use general schema or frameworks
, 29
thinking
, 28, 31
Ministry of South African Education
, 124
Minority students
ethnic
, 180–181
LGBTQ
, 183
Mobile learning (mLearning)
definition of
, 84
in WPL
, 87–88
Mobile technologies
, 84, 85, 87–88, 89, 90, 91, 92, 94–95
Mobile Technology Capacity Building (MTCB) framework
, 85, 88–89, 95
associated pedagogical artefacts
, 91–92
dimensions of
, 91–92
teaching resources
, 92–94
Modern workplace
, 149, 152
Monster
, 26
MOOC, e-learning platform
, 102
Moore’s Law
, 71
Motivation
, 7, 9, 47, 61, 93, 132, 148, 167, 169, 182
Multinational corporations
, 131
Multiple job changes
, 21
National Association of Colleges and Employers report
, 12
National Skills Authority (NSA)
, 116
National Skills Development Strategy III (NSDS III)
, 124
National Skills Fund (NSF)
, 116
National Union of Students (NUS)
, 178
Near transfer
, 23, 28
Network capabilities
, 100
Networked communication system
, 103
Networked technologies
, 100-102, 107
New graduates
, 30–31, 80, 147, 180, 194
Nondigital technologies
, 53
North American Industrial Classification (NAIC) system
, 77–78
Numeracy skill
, 22
Nursing training in Sweden
, 39
Occupation(s)
, 7, 10, 53, 57, 72–73, 79, 121, 164, 169
Office for Learning and Teaching (OLT), Australian Government
, 85
Open system thinking
, 79
Organizational behavior
, 101
Organizational skill
, 22
Paid internships
, 4, 12
Peer mentorship
, 181
Peer support
, 87, 181, 183, 184, 185, 186, 187
Personal mobile devices (PMDs)
, 85, 88, 90, 91, 93–95
engagement of students on placement
, 90
students communication with peers
, 90
Photoelicitation
, 171
Placement(s)
, 42, 62, 85–86, 89, 93–94, 100, 106, 125–126, 134, 179
mobile technology use on
, 88
opportunities
, 125
remote working
, 103
sandwich
, 4
WIL
, 105, 107, 121, 136, 152, 155, 166, 168, 171–172
WPL
, 84
Planning skill
, 22
Postsecondary (PSE) education
, 4, 20
career and WIL programs
, 21, 26
curricular outcomes in 21st century
, 27–31
curriculum
, 20–21, 27
focus of
, 26
internationalization in
, 130
learners
, 23
study of applied or professional areas
, 30
Postsecondary educators
, 20
Problem-based learning
, 36, 37, 39, 40, 41, 46, 47
Professional agency
affordances of structure and cultures
, 151
definition of
, 153
deliberate and reflective decisions of individual
, 151–152
Professional BA
, 58
Professional education
, 47, 48, 84, 164
Professional ethics
, 154, 155, 156
Professional experience year (PEY) program
, 78
Professional identity formation
within accounting and financial planning professionals
, 148
characteristics of
, 149
concepts of
, 149
continually evolving process
, 149
definitional debates
, 149
definition of
, 147, 149
emergent
, 150
product of professional socialization
, 148
professional workplace
, 148
structuring curriculum
, 152–154
work-identity or practice-identity
, 148–149
Professionalism
, 108, 146–149, 192, 194
Profession-ready graduates
, 147, 154–156
Professions-based programs
, 52, 59, 61
Progression
, 21, 43–44
Psychological
, 178–180, 182–183, 185–187
Reflection
, 24, 28, 29, 88, 101, 107, 108, 133, 155
Reflection-on-action
, 155
Reich, Robert
, 78–79
Remote working
, 99
benefits of
, 108
challenges of
, 108–109
face-to-face communication, complications and disadvantages of
, 109–110
Research assistantships
, 4
Research experience
, 60
Research-intensive universities
, 117
Risk-taking
, 70
School-based education
, 42, 44–47
School-based knowledge
, 38
School belongingness
, 179, 182
School-to-work transition(s)
, 23, 108, 177–187
Secondary outcome WIL program
, 9, 12–13
Secretary Commission on Achieving Necessary Skills (SCANS)
, 73–74, 79
Sector Education and Training Authorities (SETAs), South Africa
, 116, 118, 124–125
Self-confidence
, 100, 181, 186
Self-directed
, 23
individuals
, 24
learner
, 24, 27, 93
learning
, 45
skills
, 84
people
, 23
worker
, 23–24
Self-directedness
, 104
Self-direction
, 20, 22–23, 27, 30–32
development of capacity for
, 23–26
Self-efficacy
, 132, 186
Self-knowledge
, 123
Self-management
, 23
Self-regulated
, 24, 26, 47
Sense of belonging, notion of
, 181–187
Sexual minority
, 183, 185
Simon Fraser University’s Bridging Online Co-operative Education preparatory curriculum
, 30
Skill(s)
, 21–22, 27, 31, 58, 192
analytical
, 22, 30
development
, 101, 105, 108, 123
discipline-specific
, 26, 58
explicit acknowledgement of
, 25
gap
, 22–23, 74
industry-specific
, 102
need to explicit to learner
, 24
problem-solving
, 22, 109, 184
requirement
, 20–21, 125
transferable
, 22–23, 25, 30, 31
working
, 37
Social interaction
, 154–155
Social media
marketing
, 107
platforms
, 100, 104
use of
, 100–101
Social networks
, 93, 102, 103, 105, 106
Social support to mental health students
, 181, 183–184
Soft skills
, 102, 107
South Africa (SA)
decolonization of curriculum
, 119–121
unemployment in
impact on HEIs
, 116
National Development Plan (NDP) strategy for
, 116
rate in
, 116
work-integrated learning in
colleges and employers, relationship between
, 118
Council on Higher Education (White Paper)
, 118
development stages
, 117
students enrolled in higher education
, 117
universities, challenges faced by
, 118–119
South African Qualification Authority (SAQA)
, 124
SPOC, e-learning platform
, 102
State-regulated education
, 47
Stress
, 47, 179–187
Structured Learning Report (SLR)
, 38
Student agency, role in WIL spaces creation
, 168–170
visual representations use to enhance
, 170–174
Student confidence
, 167
Student disposition
, 170
shaping of WIL experiences
, 166–168, 174
Student-generated photographs
, 172–173
Student resources
, 91, 94
Suicide, suicidal, suicidality
, 178, 179, 182
System thinking
, 79
Tacit knowledge
, 24
Teaching learners
, 22
Teamwork
, 27, 31, 74, 100, 102, 122, 146
skills
, 22, 24
Technical and Vocational Education and Training (TVET) colleges, South Africa
, 118
Technical skills
, 53, 146
Technological disruptions
, 70, 72–73
Technology deflation
, 70
Teleworking
, 101
Tertiary education
, 4
Time-management skills
, 22
Transactional WIL model
, 58–59
Transfer
capacity development for
, 23–26
skills
, 20, 22, 23, 31, 110
strategy, importance of
, 46
Transformational model of WIL
, 60–63
T-shaped professional, concept of
, 70, 71, 73–75, 79, 80, 193
Twitter hashtags
, 88
Unemployment
, 4–5, 116, 120–121, 126, 180
Unethical behaviors
, 147, 151, 154
Universities of technology
, 117
Universities of Technology, South Africa
, 117
University education
, 4, 84, 164
University of Queensland
, 60
University of Toronto
, 78
University of Victoria (UVic)
, 131, 136
Competency Assessment Module
, 133, 138
Co-operative Education Program
, 137
CQ-Drive demonstration
, 139
intercultural competency development curriculum
, 137–138
strategic plan
, 134
student support for German student
, 139
See also Canada-European Union Co-op (CANEU-COOP) program
University of Waterloo (Canada)
, 10, 133, 135–136
Unpaid work
, 5, 12
Virtual interactions
, 100, 102
Virtual internships, notion of
, 101
Visual representations, role in enhancement of student agency
, 170–174
Vocational skills
, 55
Volunteer work
, 5
Welfare trends
, 123
Wellbeing
, 11, 166, 167–170, 172, 178–180, 183, 184, 185, 186, 187, 193, 194
Work
-based learning
, 36, 37, 38, 42, 47
consulting
, 5
definition of
, 5
entrepreneurial
, 5
experiences
, 4–15, 30, 42, 47, 48, 56, 58, 60, 62, 63, 100, 117, 118, 119, 123, 126, 131, 138, 154, 155
finders
, 20, 22
groups
, 7
motivation
, 7
new tasks, introduction of
, 11
placements
, 9, 101, 104, 105, 106, 107, 109, 152, 154, 155, 171, 179
primary activity of lives
, 5
readiness
, 101, 105–106, 146, 156, 164, 184
-related attitudes
, 7
-related knowledge
, 37
-specific skills
, 37
unpaid or volunteer
, 5, 12
world
, 21, 100, 101, 104, 106, 110
Work-based learning
, 36, 37, 38, 47, 47
case studies
in higher vocational education
, 42–44
for nurses in higher education
, 38–41
Work experience, concept of
, 3–4
in Australian BA programs
, 62
changing demands of
, 75–80
definition of
, 5–7
dimensions
, 6–7
factors affecting
, 7–9, 12
future research
, 13–14
interactive measures
, 7
and job performance
, 6
measurement
, 6, 7, 11, 190
model of
, 7-10
outcomes of
, 9-13
relation to academic program
, 11
relevance for WIL
, 9-13
See also Work-Integrated Learning (WIL) model/program
Work-Integrated Learning (WIL) model/program
, 3, 26, 39, 48, 52, 70, 76, 103, 116, 178–179, 192
advantages and benefits of
, 6, 119
assumptions
, 105–107
in Australian liberal arts programs
, 56–58
in career planning and development
, 122–125
centrality of
, 164
challenges faced by students
, 101
characteristics of
, 14–15
contribution to career-ready graduates preparation
, 164
culturally diverse workplaces
, 130
decolonization of curriculum
, 120
experiences of students
, 154–155
integrated with workplace experiences
, 130
job analysis role in
, 125–126
mandatory at secondary and postsecondary levels
, 4
mental health
, 167, 179, 186, 187
model of work experience for
, 7–9
dimensions of
, 9–13
future research
, 13–14
motivation to enter
, 5
multifaceted phenomenon
, 164
objectives of
, 100, 148
Ontario students participation in
, 5–6
opportunities to develop skills for individuals
, 100
outcomes, types of
, 12
placements
, 107–108, 171
preparation of students for
, 121–122
profession-based programs
, 59
Sattler and Peters (2012)
, 6, 10, 12
spaces
, 166–168
student agency in creation of
, 168–170
supervisors
, 173
work placements
, 152
Workopolis
, 26
Workplace(s)
, 37, 150
clinical
, 166, 168, 169, 170
contested spaces
, 165
disruption due to job loss
, 70
field experience
, 11, 42, 62, 84
hierarchical
, 165
justice
, 123
knowledge
, 38, 43, 45–46, 47
as a learning environment
, 165
regulated nature of
, 165
research skills
, 60
simulations
, 62, 117
socialization
, 76
types of
, 42, 62
in WIL
, 59
Workplace educators (WPEs)
, 85, 87, 89, 92
encouraged students use of PMDs
, 90
explicit routine work to students
, 86
students access to site
, 86
Workplace learning (WPL)
, 36, 46–48, 164
academic staff and practitioners in teaching of
, 90
advantages of
, 84
demands for authenticity
, 37
element of formal education
, 84
formed by structural factors
, 37
GPS for
, 94
hybrid space
, 85–87, 89
through mobile technology
, 94–95
informal and tacit learning opportunities
, 88
mobile learning in
, 87–88
MTCB framework for
, 91–94
placement
, 84–85
university professional education
, 84
Work-ready BA
, 58
Work-ready graduate
, 117, 146–147, 154–156, 164
World-ready
, 193, 195
Worst-case scenario
, 46
Worth noting
, 12, 14
- Prelims
- Part I Learning, Work, and Experience: New Challenges and Projections for WIL
- Toward a Model of Work Experience in Work-Integrated Learning
- Navigating Continuous Change: A Focus on Self-Direction and Skills and Knowledge Transfer
- Workplace Learning in Higher Education: Two Examples from a Swedish Context
- WIL in Liberal Arts Programs: New Approaches
- Part II Affordances, Impacts, and Challenges of New Technologies
- Flourishing in the Face of Constant Disruption: Cultivating the T-Professional or Adaptive Innovator Through WIL
- Learning in Hybrid Spaces: Designing a Mobile Technology Capacity Building Framework for Workplace Learning
- The Impact of Digital Communication Technologies and New Remote-Working Cultures on the Socialization and Work-Readiness of Individuals in WIL Programs
- Part III Work-Readiness for a Diverse World
- Repositioning Work-Integrated Learning in Diverse Communities
- Intercultural Competency Development Curriculum: A Strategy for Internationalizing Work-Integrated Learning for the 21st Century Global Village
- Professional Identities and Ethics: The Role of Work-Integrated Learning in Developing Agentic Professionals
- Part IV Health, Wellbeing, and Pathways to Success
- Driving Change: Students Shaping and Reshaping Work-Integrated Learning Spaces
- Pathways to Mental Health and Wellbeing: Understanding and Supporting Students During Critical School-to-Work Transitions
- Conclusion – Moving Forward: WIL in the 21st Century
- About the Authors
- Index