3rd Edition
The Routledge International Handbook of Work-Integrated Learning
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
Biography
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.
