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OverviewThe 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. Full Product DetailsAuthor: Karsten E. Zegwaard (University of Waikato, New Zealand) , T. Judene Pretti (University of Watrloo, Canada)Publisher: Taylor & Francis Ltd Imprint: Routledge Edition: 3rd edition Weight: 1.360kg ISBN: 9780367741761ISBN 10: 0367741768 Pages: 618 Publication Date: 06 June 2023 Audience: College/higher education , Professional and scholarly , Tertiary & Higher Education , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsSection 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 PrettiReviewsAuthor InformationKarsten 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. Tab Content 6Author Website:Countries AvailableAll regions |
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