Work-based learning (WBL) is used interchangeably with other concepts such as work-related learning (WRL) and workplace learning (WPL). Work-integrated learning (WIL) considers WBL a subset within WIL. Some scholars and practitioners argue that WBL as a mode of learning is pedagogically incompatible with WRL, WPL, and WIL. WBL and WIL…

Despite significant recent changes to the doctoral training environment, particularly provision of employability skills during candidature, there is a paucity of research investigating best practice in this area. This paper describes a case study in how various pedagogical theories, curriculum co-creation, lifelong learner, adult learning,…

This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertise and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capacity to deliver quality teaching. The study used…

Among the challenges faced by work-integrated learning (WIL) educators, recruiting, selecting, and retaining outside organizations as 'clients' or 'community partners' to work with students looms large. The gap between classroom needs and professional practice often leads to a tangle of unrealistic expectations. These challenges grow even more…

ePortfolios are a collection of digital evidence demonstrating learning over time, and are a high-impact practice for students that can be curated for specific audiences. In multidisciplinary programs, such as agriculture/agribusiness, students often have nuanced learning journeys and graduate with a range of skills and work-integrated learning…

Using a cross-sectional survey of co-operative education students, this study explored relationships between students' gender, work experience, time spent on tasks with supervisors, and self-reported learning. Inexperienced men spent 50% more time on tasks with supervisors than inexperienced women. Work experience (completing at least one…

The COVID-19 pandemic disrupted the continuity to Technical Vocational Education and Training (TVET) activities and work-integrated learning (WIL) assessments, thereby negatively affecting the progression of studies for many learners. Several institutions revisited their assessment methods and tools for WIL during such pandemics. This study…

This paper reflects on the work-integrated learning (WIL) program in an undergraduate Construction Engineering and Management (CEM) department in Indonesia. Given the industrial revolution that has transformed the construction industry into Construction 4.0, concrete steps are needed to bridge the needs of industry for professional workers who are…

Reflecting on one's performance is a critical aspect of work integrated learning and professional life in general. This project compared 282 business and tourism students' self-assessment of their workplace performance against their industry supervisor's evaluation. The analysis included possible moderator variables such as gender, residential…

Cooperative education and principles associated with learning ecosystems appear throughout the literature. However, the application of cooperative education and learning ecosystems to work-integrated learning has not been fully examined. Furthermore, the applicability of learning ecosystems within work-integrated learning to specific professional…

Work-integrated learning (WIL) is central to the delivery of high quality student learning that provides students with the knowledge, skills, attitudes and professional networks for successful careers. In rural and regional Australia WIL placements can be particularly challenging to source due to limited clinical supervision capacity. This article…

Students, faculty, and staff in postsecondary institutions around the world are engaging in conversations about decolonization and Indigenization. These conversations are also emerging in the context of work-integrated learning and experiential learning programs. This article presents the key findings of a research project investigating the…

Work-integrated learning (WIL) is an expanding practice in Canadian non-clinical health-related undergraduate programs. WIL participants frequently encounter failure experiences, yet there is limited literature exploring how students overcome failure and how instructors can support this process. This study aimed to understand how students overcome…

Experiential learning is increasingly being recognized as the preferred teaching method in entrepreneurship education, with particular emphasis on students' 'real-world' experience. This paper critically examines the adequacy of using work-integrated learning (WIL) pedagogy for the purpose of entrepreneurship education. A novel approach is…

A type of work-integrated learning activity, undergraduate research, through undergraduate research opportunities (UROs), is becoming a prominent agenda in higher education. Currently, there is a gap in understanding the type of UROs offered in Canadian postsecondary institutions. To apprehend the country's landscape in facilitating UROs, the…