Significance importance continues to be attributed to inclusion of work-integrated learning (WIL) in Higher Education Institutions' (HEI) curriculum with acknowledgement of the role it plays in enhancing students' learning experiences. However, in Uganda, HEIs implement WIL without stipulated policies to guide its implementation and inclusion.…

In Australasia, paramedicine education has evolved significantly over the last two decades. Anecdotal evidence suggests diversity across and within work-integrated learning (WIL) in entry-to-practice programs; however, the true extent of paramedicine WIL remains unclear. This study aimed to provide a comprehensive overview of WIL practices in…

This study is located in the area of university work-integrated learning (WIL) management, in particular the implementation of both placement and non-placement WIL. The focus of the study is on enhancing WIL coordinators' understanding of WIL as a system, using activity theory as a framework, and to mobilize this understanding to address…

The COVID-19 pandemic disrupted life, leading to travel restrictions, social distancing, remote work, and home schooling. During its peak, many in-person, international work-integrated learning (WIL) programs, such as study tours, shifted online. As higher education evolves post-pandemic, online WIL remains popular for its flexibility,…

This study explores the evaluation of Information Technology (IT) students during and after their core-to-course work-integrated learning (WIL) placement conducted with an industry host and aligned for credit at an Australian University. The case study investigates the value of the performance evaluation criteria used by supervisors to judge…

Amidst the escalating demand for non-clinical workforce roles, this study explores the challenges and opportunities associated with non-clinical student placements. Findings from ten students, seven educators, seventeen placement hosts, and two professional bodies revealed significant challenges in organizing work placements, including limited…

Faculty members hold diverse perspectives on work-integrated learning--a diversity that, we argue, has been underexamined in the literature. This exploratory narrative review discusses the literature on faculty members' support for and engagement in WIL, including a deep dive into the substantial body of research in community service learning…

In Norwegian higher education, work-integrated learning (WIL) is an unfamiliar term. However, national policies and most higher education institutions emphasize the need for increased work relevance, or "arbeidslivsrelevans" (Norwegian term), across disciplines and programs. This study reviews existing literature to identify various WIL…

Education doctoral programs in South Africa focus on inducting students into the scholarship of research. Opportunities for engaging doctoral students in work-integrated learning (WIL) to develop their scholarship of teaching are scarce for aspiring teacher educators. In response to the absence of induction programs for doctoral candidates how one…

Applying Geert Hofstede's (1980) framework of cultural dimensions to a qualitative study, this paper explores international student perceptions of how cultural norms affect learning and development within international education work-integrated learning (WIL). Focus group interviews were conducted with twenty international student participants,…

Project-based work-integrated learning (PBWIL) is a unique type of WIL practice where students engage collaboratively on industry projects, addressing the needs of industry partners under the guidance of a teacher/educator. This complex pedagogical approach requires deep expertise from educators in securing industry partnerships, managing student…

While work-integrated learning (WIL) is praised as effective for providing opportunities for knowledge, skills, and value development in authentic workplaces, student experiences may not always be positive. In New Zealand, the "Education (Pastoral Care of Tertiary and International Students) Code of Practice" [Pastoral Care Code of…

Higher education institutions require innovative work integrated learning models to deliver sufficient and appropriate practice opportunities for students. This study describes the experience of an interprofessional placement course by students enrolled in a prosthetic and orthotic degree at a regional university in Australia. Twelve…

Telehealth healthcare service delivery requires unique competencies, as it remains a valuable healthcare service post-COVID, including clinical exercise physiology (CEP) contexts. As such, it is imperative health students develop telehealth skills, with this pilot research exploring CEP student and supervisor experience of co-delivering a…

This paper conducts an interdisciplinary exploration into the concept of trauma within work- integrated learning (WIL), emphasizing the importance of 'proximity' as a novel extension of trauma within this context. The central focus lies in conceptualizing fresh dimensions for a WIL wellness model that prioritizes community connectedness over…