Advances in Research, Theory and Practice in Work-Integrated Learning

Work-integrated learning (WIL) is a key strategy for enhancing student employability outcomes and lifelong learning capabilities. This timely publication critically reflects on existing scholarship and practice in WIL, discusses contemporary insights, provides a synopsis of resonating themes, and recommends areas for future research and practice. The book aims to position WIL as a strategic imperative for enabling a sustainable workforce through strengthening graduate capacity both in Australia and globally.The collection of edited scholarly chapters were compiled by 59 researchers, practitioners, and experts in WIL, and supported by the peak national professional body for WIL in Australia, the Australian Collaborative Education Network (ACEN). The chapters cover a range of pertinent topics such as teaching and learning, stakeholder engagement, maximizing learning outcomes, diverse forms of WIL practice, support and infrastructure, and future directions. Specific areas of interest include governance and leadership, student equity and wellbeing, quality and evaluation and interdisciplinary WIL. This book is essential reading for researchers, practitioners, workplace and community partners, university leaders, and policy makers, as the practice of WIL continues to expand in the higher education sector.

Sonia J. Ferns, Adjunct Associate Professor, Curtin University, Australia, and Partner, LearnWork Consulting. Anna D. Rowe, Senior Lecturer, Portfolio of the Pro Vice-Chancellor, Education and Student Experience, and School of Education, University of New South Wales, Australia. Karsten E. Zegwaard, Director of Work-Integrated Learning Research, Office of the Vice Chancellor, University of Waikato, New Zealand.

1.Contemporary insights into the practice of work-integrated learning in Australia Section 1 Teaching and learning within WIL programs 2. The framing of employability policy and the design of work-integrated learning curriculum 3. Designing a work-integrated learning curriculum 4. Authentic assessment design for work-integrated learning Section 2 Engagement with Stakeholders 5. Engaging stakeholders in work-integrated learning: A sustainable model for curriculum co-creation 6. Professional accreditation: A partnership proposition Section 3 Maximizing learning outcomes through WIL 7. Work, resilience and wellbeing: The long game of work-integrated learning 8. Effective supervision: A key consideration in work-integrated learning 9. Support for student learning in work-integrated learning: A holistic framework 10. A quality framework for developing and assuring high-quality work-integrated learning curricula 11. Evaluating work-integrated learning Section 4 Exploring the diverse forms of WIL practice 12. Innovation in work-integrated learning 13. Developing university learners' enterprise capabilities through entrepreneurial work-integrated learning 14. Service-learning as an approach to work-integrated learning 15. Designing and implementing interdisciplinary project-based work-integrated learning 16. International students and work-integrated learning: Overcoming challenges and looking to the future 17. Closing the gap: Facilitating employability development in international internships Section 5 Support and infrastructure to develop good WIL practice 18. Leadership that supports an institutional approach to work-integrated learnings 19. Governance and Risk Management 20. Student access and equity in work-integrated learning: A work in progress 21. Using technology platforms for work-integrated learning Section 6 Future directions 22. The future of work-integrated learning: Vision and insights