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The purpose of this paper is to examine relationships between quality management health dimensions, employee health, flow and work integrated learning in primary schools. Previous research has indicated relationships between quality management and health. In this study, the role that work integrated learning plays in the connection between quality and health is investigated.

The study object has been a number of schools. A quantitative survey has been carried out. A random sample of 20 primary schools, of which 13 (65 per cent) agreed to participate, was selected. Questionnaires to their 301 employees were delivered and 229 (76 per cent) were returned. The reliability of the items were analysed with Cronbach’s alpha test. The statistical relationships between the items were studied with Pearson’s correlation test.

The results show that the items are reliable. Moreover, statistical correlations between work integrated learning on the one hand and employee health, quality management health dimensions and flow on the other hand are found.

One limitation is that the research has only been carried out in schools and the possibilities of generalising the findings to other sectors are uncertain. Research implications are the relationships that have been identified between work integrated learning and the other factors.

The knowledge that has resulted from the study should be useful for organisations in their attempts to improve the health status of the employees.

The relationship between work integrated learning and employee health has not been studied in any other major study.

In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.

Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.

In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.

The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.

Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.

This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.

Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.

Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.

The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.

Many forms of modern life are united by their fragility, temporary nature, vulnerability, and inclination to constant change (Bauman, 2012). The complex and fluid nature of 21st century society requires expansion of competence and skills focused university curricula. Academic institutions are challenged to rejuvenate curricula to encompass – besides the development of students’ technical and cognitive skills – the development of students’ ability to engage with and drive their own learning, thereby developing graduates who can thrive in a fluid world. Work-integrated learning (WIL) is increasingly being embraced as a possible remedy to answer this call for career-ready graduates (Goulter & Patrick, 2010). Consideration of specific work-integrated learning pedagogies underpinned by situated and workplace-learning theories that privilege student participation in workplace activities is required (Patton, Higgs, & Smith, 2013). The critical contribution of student disposition to the shaping and reshaping of workplace learning spaces and the central position of students in driving – not just receiving – workplace learning must be part of the pedagogical change. Building on my doctoral research that used photo-elicitation techniques to explore physiotherapy students’ learning in clinical workplaces (Patton, 2014), as well as contemporary literature, this chapter introduces visual spaces as a pedagogical strategy to assist students to drive their own unique learning in workplaces.

Blogging has become a well-established method of online communication and publication, used by individuals and organisations to disseminate news, ideas and information. In their earlier forms, blogs were used as online diaries, but have now evolved into complex digital environments. The purpose of this paper is to consider whether blogging can be framed as a mode of work-integrated learning in the context of journalism and media education, and to ask whether blogging can develop transferable skills useful in graduate-level employment.

Semi-structured interviews were conducted with established undergraduate bloggers to investigate which skills and attributes were developed through blogging.

When evaluated against the Prospects UK list of graduate attributes (the Government career’s service) blogging allows the development of the vast majority of transferable skills, abilities and behaviours expected of graduates. It is necessary to structure the curriculum to ensure that blogging is taught, and blogging activity monitored and evaluated, so that journalism undergraduates maximise the opportunities offered by blogging and fully reflect on their experiences.

This paper argues that these online environments, with their associated communities, offer journalism students opportunities for work-integrated learning. It argues that blog environments have the potential to enable students to develop journalism-specific skills, and enhance transferable graduate attributes including creativity, sophisticated communication competencies, initiative and problem solving. It suggests that blogging offers a platform for accessing experiential learning, and as such should be considered within a curriculum for work-integrated learning in the journalism and media subject area.

This study aims to investigate the structural relationships between pedagogy methods, creativity and entrepreneurial intentions. This study theorizes that work-integrated and active learning methods positively influence personal creativity, which in turn positively influences entrepreneurial intention. Moreover, entrepreneurial inspiration moderates the impact of creativity on entrepreneurial intentions.

A sample of 701 valid questionnaires from university students is used to investigate the proposed research model empirically. As the methodological approach, structural equation modelling with multigroup analysis is used.

The statistical results confirm the positive impacts of work-integrated and active learning methods on individual perceived creativity and of creativity on entrepreneurial intentions. Further, inspiration towards entrepreneurship moderates the link between individual creativity and entrepreneurial intentions.

This research fills the gap in the realm of examining the structural relationship among learning methods, creativity and entrepreneurial intentions in an emerging economy context. Specifically, this study confirms experiential teaching methods as important predictors of the development of students’ creativity capability and the moderating role of entrepreneurial inspiration in the relationship between perceived creativity and entrepreneurial intention. These results add to the academic literature on entrepreneurial intentions in emerging economies and provide new insights into how universities in emerging economies can foster the entrepreneurial intentions of their students.

Work-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?

In this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.

At the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.

Ultimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.

This article draws on a study of best practices in work-integrated learning (WIL) identified in the Middlesex University Degree Apprenticeships Development Fund (DADF) Project, which examined their application for four public sector degree apprenticeships (DAs). The authors suggest that WIL pedagogical practices deployed to deliver DAs can bridge traditional pedagogical and occupational divisions while building institutional resilience in a post-viral world. The paper is intended to contribute to both practitioner and policy-level discourse regarding the best practice in WIL for DAs.

A literature review of key texts was used to identify “success characteristics” in WIL “signature” pedagogies, with potential applicability for DA design and delivery. These characteristics were used to frame interrogation of best pedagogical practices, using the best practice matrix developed. Semi-structured interviews were conducted with selected expert practitioners to examine their matrix responses and to discuss the researcher's initial “read-across” analysis of best practices and possible implications for pedagogical practice in WIL for DAs across other sectors. This paper also draws on feedback from employer groups who were consulted on the project report recommendations and further feedback from a national project dissemination conference in 2018. The findings from the research project have also been re-evaluated with reference to further literature in the context of the challenges presented by coronavirus disease 2019 (COVID-19).

The findings from the study indicate that pedagogical best practices were to a significant degree transferable across professions and sectors; success characteristics in one pedagogical area (for example, mentoring/practice education) underpin success in another (recognition of prior learning [RPL] and practice-based assessment of achievement); success characteristics in WIL can also be applied and operated across professions and sectors to demonstrate how the best practice in WIL should be applied in the design of DAs more generally.

The original project research study focussed on WIL pedagogical practices in four specified professions across four public sectors within one institution. This approach, though limited, enabled the research study to focus on in-depth qualitative interactions with practitioners from different sectors rather than institutional differences. As a consequence, the research study was able to focus on in-depth and dynamic interrelationships in pedagogical practice from the perspective of the professions, which facilitated productive examination of similarities and differences across these professions.

The research study provided evidence of the potential value of a more explicit recognition of WIL practice in the higher education sector and how consistent approaches to WIL should inform programme design. This has potential to improve the quality of curriculum design and pedagogy across DA programmes and provide a valuable reference point for quality assuring this provision.

This paper aims to discuss the teaching and assessment strategies for an organisation‐centred curriculum.

The paper is based on a case study. Data were collected from interviews and a focus group with worker‐learners enrolled in a Graduate Certificate in Education (Educational Leadership) course.

The study finds that a project that piloted an organisation‐centred curriculum framework where learning was integrated in the context of the workplace met the needs of both individuals and their workplace. The success of such learning for a cohort of worker‐learners was contingent on especially designed teaching and assessment strategies, aligned learning and assessment to the strategic goals of the organisation where the cohort was based and to needs of the individuals. The evaluation of the strategies in the framework shows their potential to optimise learning outcomes for other cohorts and courses. It also highlights the importance of skilling learners for work‐integrated learning and making explicit the pedagogies and affordances available in the workplace.

The paper demonstrates the transition from university‐centred to organisation‐centred curriculum that employs work‐integrated learning to meet the needs of the workplace and the learners.

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.