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The proliferation of undergraduate paramedicine programs has led to a surge in demand for work integrated learning (WIL), placing pressure on domestic ambulance service placement capacity. The objective of this study was to establish a baseline understanding of international WIL in paramedicine university programs.

A cross-sectional study design was utilized to gather data from Australasian universities offering undergraduate paramedicine. A telephone survey was used to gather quantitative and qualitative data using a tailored questionnaire.

Of 15 eligible paramedicine programs, seven program leads participated. All offered international WIL, predominantly short-duration format in locations including United Kingdom, USA, Israel, Nepal, Indonesia, Timor-Leste, New Zealand, South Africa, Finland, Canada and Vanuatu. Two distinct models were identified: academic-accompanied, group “study tours” and unaccompanied individual placements. International WIL is common in paramedicine but placement models, rationale and expected learning experiences are diverse.

International WIL is an increasing component of paramedicine and other health discipline degrees, yet the pedagogical rationale for their inclusion and typology is not always clear. This paper provides an insight into the variance in international WIL typology in a single health discipline highlighting the heterogeneity and need for future research linking into the structure, support and assessment of international WIL.

The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications.

This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university.

Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government.

This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.

Canadian postsecondary institutions are increasing their emphasis on internationalization, sending many students abroad and welcoming students from far and wide onto their campuses. Also, Canadian organizations and multinational corporations have an increasingly diverse workforce. These trends require postsecondary institutions to prepare students adequately for this global village of the 21st century. At the University of Victoria’s (UVic’s) Co-operative Education Program and Career Services, we have created a strategy to help develop global ready graduates using a framework derived from Earley and Ang’s work on cultural intelligence (Earley & Ang, 2003). Cultural intelligence (CQ) is defined as an individual’s capability to function and manage effectively in culturally diverse settings (Ang & Van Dyne, 2008). A recently completed research project to measure the development of cultural intelligence of students participating in the UVic’s CANEU-COOP program formed the impetus for developing this CQ strategy (McRae, Ramji, Lu, & Lesperance, 2016). The strategy involves a framework that includes curriculum for inbound international students, outbound work-integrated learning (WIL) students, and all students preparing to work in diverse workplaces. In addition to developing specific curricula for these audiences, the strategy includes tools to assess the intercultural competencies that students gain during their WIL experiences, as well as helping students use these competencies to transition to the 21st century global village. This strategy and the Intercultural Competency Development Curriculum (ICDC) are discussed in this chapter.

International work integrated learning (iWIL) placements for university students are widely promoted within universities. However, they cannot be offered and sustained without a great deal of time and effort; most commonly the responsibility of an assigned university facilitator. Preparation and support are essential for a positive student experience and iWIL outcome. However, not all experiences and outcomes are positive, or predictable.

Personal vignettes of university iWIL facilitators are used to create a collaborative autoethnography (CAE) of experiences and outcomes where placements have been affected by unexpected or unprecedented “critical incidents” and the impact incurred on these academics. The vignettes are analyzed according to the Pitard (2016) six-step structural analysis model.

Analysis of the vignettes identifies a resulting workload cost, emotional labor and effect on staff wellbeing. Due to the responsibility and expectations of the position, these incidents placed the university iWIL facilitator in a position of vulnerability, stress, added workload and emotional labor that cannot be compared to other academic teaching roles.

It is intended through the use of “real life” stories presented in the vignettes, to elicit consideration and recognition of the role of the iWIL facilitator when dealing with “the negatives” and “bring to light” management and support strategies needed.

Research is scant on iWIL supervisor experience and management of “critical incidents”, therefore this paper adds to the literature in an area previously overlooked.

The purpose of this paper is to explore US students’ experience in for-credit, unpaid internships overseas with particular reference to their personal development, how they mobilised their knowledge across contexts, their learning as acquisition and as participation, and what they contributed. Students were thought likely to encounter three forms of cultural differences: national, workplace and academic.

In total, 17 students in communication, marketing or related fields from the USA were placed in four-week internships in Wellington, New Zealand. Outcomes for them were assessed first, via weekly discussions in which they described what they had encountered that week, second, via the presentations they gave at the end of the course to internship hosts and university staff on the subject of what they had found challenging and what they had learned and contributed, and third, through assessment of students’ formal written assignments to discover what they said they had learned and what they had contributed.

Students were surprised at how proactive their internship hosts expected them to be and at how little overt direction they received. While they valued their opportunity to make a contribution to their workplace, they found this challenging. Students gave instances of their learning both as individuals and in groups. No mention was made of academic cultural differences being an issue, but they often described the demanding nature of the national and workplace cultural differences that they encountered.

The study reports on only one cohort of students in one year, so a longitudinal study of further cohorts might provide different findings.

Insights are provided into how students saw themselves as changing from their involvement. Students described the challenges they faced, how they reacted to those challenges and their most important forms of learning.

Consistent growth and profitability had been the bedrock of Wendt India Limited (WIL) over the past ten years, in spite of facing huge financial mismanagement in the initial years and three ownership changes at group level. The strategic intent of WIL, “Wendt India sought to become a significant global player in offering customized functionally superior products/services for grinding and machining hard-to-process material,” kept the leaders of the company focused on exceptional performance. Despite a remarkable track record, WIL posted a lower growth 3.1% (CAGR) during 2007–2010, against an impressive 18% (CAGR) during 2000–2007 (See Exhibit 1). Rajesh Khanna, Chief Executive Officer of WIL, knew that the company's growth was tied to the perceptible slowdown in the economy post 2007. Industry analysts speculated that over the next few years, the abrasive industry itself was expected to grow at 7.2% per annum, mirroring the GDP growth rate. Goaded by the group chairperson's expectation that each business within the Murugappa group had to grow at three times the country's GDP growth rate, and personal belief that slowing down was not an option, Rajesh had set aggressive targets. He knew he would have to provide direction on how to reach the set expectations. He needed a coherent and strategic action plan to meet the aggressive targets.

Nowadays it is — to a certain extent — popular to criticize international tourism to third world countries. These criticisms may base on widely divergent aspects of the phenomenon, ranging from for instance the economic impact to the environmental impact or the psychological impact. Without implicitly suggesting that the non‐economic effects of international tourism in developing countries are unimportant we will concentrate in the following on the economic impact. The reason for this is twofold:

Those who wish to look into the future are well advised to concern themselves first with the past, where all things originate. Accordingly, it seems appropriate to quote Homer, the great Greek poet, at the beginning of this presentation.