3rd Edition

The Routledge International Handbook of Work-Integrated Learning

Edited By Karsten E. Zegwaard, T. Judene Pretti Copyright 2023
    648 Pages 29 B/W Illustrations
    by Routledge

    The Routledge International Handbook of Work-Integrated Learning, third edition, provides an extensive overview of work-integrated learning (WIL) for practitioners and educators, and contains practical insights on how to improve everyday application of it.

    WIL is a diverse and complex subject, with much debate around what constitutes good practice. In this Handbook, well-established international WIL, an extensive compilation of relevant literature related to its application, and examples of good practice. The third edition has been substantively revised and restructured, presenting 11 different models of WIL along with supporting literature and examples, and discusses developing and managing WIL within a qualification and across the institution. The Handbook also presents evidence-based benefits for stakeholders and explores topics such as stakeholder engagement, risk management, and the role of national and international associations. This Handbook presents discussions on defining the practice of WIL and explores the current literature on theoretical thinking of WIL, wellbeing, equity and inclusion, assessment, and quality indicators.

    Bringing together scholars and specialists from around the world, this Handbook is essential reading for practitioners, educators, researchers, higher education leaders, and policy makers.

    Section 1: History, definition and theoretical background of work-integrated learning

    1. Contemporary challenges and diverse practices of work-integrated learning in higher education

    Karsten E. Zegwaard and T. Judene Pretti

    2. Work-integrated learning: A U.S. history with lessons learned

    E. Sam Sovilla and Jim Varty

    3. Defining work-integrated learning

    Karsten E. Zegwaard, T. Judene Pretti, Anna D. Rowe and Sonia J. Ferns

    4. Applying educational thinking in work-integrated learning

    Jared Carpendale and Ian Mitchell

    5. Organizational theory: Leveraging its explanatory potential for work-integrated learning

    Patrice Twomey and T. Judene Pretti

    Section 2: Benefits for stakeholders

    6. Benefits of work-integrated learning for students

    Denise Jackson and Elizabeth J. Cook

    7. Benefits of work-integrated learning for host organizations

    Jenny Fleming, Sonia J. Ferns and Karsten E. Zegwaard

    8. Benefits of work-integrated learning for educational institutions

    Kerry Aprile, Ian Sladen and James Stellar

    Section 3: Models of work-integrated learning

    9. The practice of cooperative education

    Anne-Marie Fannon

    10. The practice of block placements

    Kathryn Hay, Jo Borren, Jane Maidment, Raewyn Tudor and Dominic Chilvers

    11. Work-integrated learning through the practice of sandwich degrees

    Julie Udell, Vicki O’Brien, Sarah Flynn, Helen Hooper and Francesca Walker-Martin

    12. The practice of short-term and part-time work placements

    Anna D. Rowe, Sonia J. Ferns, Patricia R. Lucas, Leanne Piggott and Theresa Winchester-Seeto

    13. The practice of apprenticeships as work-integrated learning

    Sally Smith, Ella Taylor-Smith, Khristin Fabian and David Klotz

    14. The practice of entrepreneurship education and start-up creation

    Alon Eisenstein

    15. The practice of service learning as work-integrated learning

    Faith Valencia-Forrester

    16. The practice of non-placement work-integrated learning

    Laura Rook and Bonnie Amelia Dean

    17. The practice of simulations as work-integrated learning

    Belinda Judd, Jennie Brentnall, Anna Phillips and Melanie Aley

    18. The practice of online internships

    Joy Perkins and Amy Irwin

    19. The practice of international work-integrated learning

    Karima Ramji, Shabnam Surjitsingh Ivković, Nicole Miller, Farzana Karim-Haji and Sherilyn Trompetter

    Section 4: Developing and managing work-integrated learning programs

    20. Establishing a new work-integrated learning program in a degree

    Bonnie McBain, Paul Stolk, Kylie Twyford and Liam Phelan

    21. Establishing and managing a blended approach to institutional work-integrated learning

    Mohna Baichoo, Jennifer Fane, Tania Loken and Aurelea Mahood

    22. Quality indicators of work-integrated learning

    Matthew Campbell and T. Judene Pretti

    23. Accreditation and quality in work-integrated learning: An international comparison

    Sonia J. Ferns and Christine Arsenault

    24. Learning ecosystems: Enhancing student understanding and agency through work-integrated learning

    Norah McRae and Jennifer Woodside

    25. Building sustainable partnerships and managing expectations of work-integrated learning stakeholders

    Elyce Green, Rebecca Barry, Jayne Lawrence, Brent Smith, Alicia Carey, Melanie Peelgrane and Zara Crawford

    26. Risk management of work-integrated learning

    Craig Cameron, Jenny Fleming, Kathryn Hay and Anne Hewitt

    27. Understanding the national context of work-integrated learning

    Philip S. Rose

    Section 5: Topical challenges, opportunities and future directions

    28. Preparing students to thrive in work-integrated learning

    Theresa Winchester-Seeto and Anna D. Rowe

    29. Using instrumental mentoring to prepare students for work-integrated learning

    Dawn Bennett and Cindy Ann Smith

    30. Learner assessment in work-integrated learning

    Jennie Brentnall, Belinda Judd, Jacqueline Raymond and Emma Ashcroft

    31. Adapting to an accelerating, disruptive future: Melding work and learning through the role of the T-Professional

    Philip Gardner and April L. Perry

    32. Applying principles of equity, diversity, inclusion, and access in work-integrated learning

    Ainsley S. Goldman, Gifty MacKay, Vicki L. Lowes, Letitia Henville, Jewell Gillies, Cynthia Jairam-Persaud, Susan Soikie, Njamba J. M. Koffi, Naeemah Shah and Julie Walchli

    33. Supporting the wellbeing of students: A framework for work-integrated learning programs

    Iro Konstantinou, Trevor Gerhardt and Elizabeth Miller

    34 Paid and unpaid work-integrated learning: Challenges and opportunities

    Katharine Hoskyn, Craig Cameron, Patricia R. Lucas, Franziska Trede, Loletta Yuen, Sally Rae, Holly Capocchiano and Michelle J. Eady

    35. Address complex global challenges: Developing cultural intelligence in work-integrated learning

    Norah McRae, Karima Ramji and Shabnam Surjitsingh Ivković

    36. Establishing sustainable national and global networks for promoting work-integrated learning

    Judie Kay, Norah McRae, Nancy Johnston and James Stellar

    37. Future directions for advancing work-integrated learning pedagogy

    Karsten E. Zegwaard and T. Judene Pretti


    Karsten E. Zegwaard is Associate Professor and Director of Work-Integrated Learning Research at the University of Waikato, New Zealand. Karsten is Editor-in-Chief for the International Journal of Work-Integrated Learning, President of Work-Integrated Learning NZ, Executive Board member of the World Association of Cooperative Education, and a recipient of several international awards.

    T. Judene Pretti is Director of Business Services for Co-operative and Experiential Education, and Senior Advisor for the Work-Learn Institute at the University of Waterloo, Canada. Judene is a recipient of the Dr. Graham Branton Award for research excellence, Associate Editor for the International Journal of Work-Integrated Learning, and President-Elect for Co-operative Education and Work-Integrated Learning Canada.