International Handbook of Work-Integrated Learning, 3rd edition Editors: Dr Karsten Zegwaard, University of Waikato, New Zealand Dr Judene Pretti, University of Waterloo, Canada The Handbook is intended to be a ‘go-to-first’ book for WIL practitioners, educators, and researchers. The chapters will draw together a comprehensive collation of established knowledge related to the chapter topic and, therefore, will be thoroughly informed by literature (the word limit has allowed for a comprehensive reference list). The writing style is intended to be easy to read and relevant chapters should have a strong focus on providing guidance on the implications for practice. Authors are able to express interest in more than one chapter, however, the author selection process will likely limit authors as lead author of only one chapter. Notes:

- The shaded chapters indicates chapter author(s) have already been determined - Chapter titles are indicative only, however, some sections will need to follow a particular style for chapter titles - Word limit (inclusive of reference list) varies for some chapters to reflect the likely volume of the literature used.

Chapter

# Title Notes/chapter overview

Word Limit (including

ref list)

1. Introduction chapter 7,000

Theoretical background and Development

2. History of work-

integrated learning

7,500

3. Defining work-

integrated learning

7,500

4. Theories of learning in

work-integrated

learning

7,500

5. Organizational theory

for workplace

engagement

This chapter will explore organizational theory in relation to WIL. This chapter will add to the

WIL literature by introducing organizational theory and thinking into the WIL scholarly discussion.

The theories will be contextualized to the WIL context and in relevance to work placements,

students’ preparedness for, and incorporation into workplaces, and higher educational institutions.

The chapter will also include a discussion of implications of organizational theories for the practice

of WIL.

7,500

Benefits of work-integrated learning for stakeholders

6. Benefits for students This chapter will focus on benefits of WIL for students. The discussion will outline the range of

benefits for student learning, development, career clarification, networking, developing a

professional identity, etc. The chapter is expected to make full use of the extensive literature

available and likely will need to make use of tables of references of benefits in order to present the

literature.

9,000

7. Benefits to

employers/external

partners

8,000

8. Benefits to

institutions

This chapter will focus on benefits of WIL for educational institutions. The discussion will

include the array of direct and indirect benefits to a range of types of educational institutions,

including (but not limited to) institutional reputation, levering additional activities from prior

established WIL relationships, links to informing teaching practice with examples of workplace

practice, etc. The chapter is expected to make extensive use of available literature, which will

include literature outside the WIL literature, and, if needed, may make use of table of references of

the benefits.

7,500

9. Benefits to

Community/Society/g

overnment

This chapter will focus on benefits of WIL for community/society, government, and the nation.

The discussion will include, but not limited to, the benefits of student service in community groups,

societal needs/wellbeing, importance of close links between community and institution, additional

benefits (e.g., industry-funded research projects), etc. The discussion will also include, if possible,

cost/benefit of investing in education level (community as an investor), policy design, and national

economic factors. This chapter is expected to make comprehensive use of literature and, if needed,

may make use of table of references to benefits.

7,500

Good practice of work-integrated learning

10. Work-integrated

learning through the

practice of cooperative

education

This chapter will provide a very brief historical overview of cooperative education (keeping in

mind the earlier History of WIL chapter will include history of Co-op). The chapter will continue to

explain the definitions, parameters and common practices of Co-op, provide defining elements of

Co-op from similar WIL types, making linkages to student learning and integration into the wider

curriculum, explore the challenges and difficulties of the practice, and student learning within, of

this form of WIL presents and solutions/responses. This chapter must remain within the narrow

definition of Co-op and not overlap significantly with the Work Placement chapter, which has a

broader definition and more variable practice. The chapter must provide a global perspective,

drawing upon a wide range of literature, allowing for discussion of small and large practices, and

dedicate 1/3 of the chapter to one (perhaps two) good example of the practice of Co-op. The chapter

should provide final words on future directions relevant to this practice of WIL.

7,500

11. Work-integrated

learning through the

practice of work

placements,

internships,

practicums, and,

clinical placements

(full time, 400 hour,

full immersion

placements)

This chapter will provide a very brief historical overview of work placements, internships,

practicums and clinical placements (keeping in mind that history is covered by the earlier History

of WIL chapter). The chapter will continue to explain the definitions/describers, parameters and

common practices of work placements, internships, practicums, and clinical placements provide its

defining elements from similar WIL types, making linkages to student learning, explore the

challenges the practice, and student learning within, of this type of WIL presents and

solutions/responses. This chapter must also include a defined section dedicated to practicums and

clinical placements as a requirement of a professional accredited degree, including the linkages

between expected student experiences and learning outcomes through to the influence on

practicum and clinical placements design. The chapter will need to explain how different countries

use the term internships (e.g., in North America internships are different from work placements

and Co-op, the rest of the world see these mostly as synonymous). The chapter must provide a

global perspective, drawing upon a wide range of literature, and dedicate 1/3 of the chapter to one

(perhaps two) good example of the practice of work placements. The chapter should provide final

words on future directions relevant to this practice of WIL.

7,500

12. Work-integrated

learning through the

practice of sandwich

degree or similar

practice with

extended period of

work placements

This chapter will provide an overview of the practice of Sandwich Degrees or similar where

students either during their studies or at the end of their studies undertake an extended period (9-

12 months) of continues full-time work placement that is within the degree curriculum. This

chapter will provide a background to the development of such practice of WIL and the unique

benefits of student engaged with work placements for an extended period of time in comparison to

other practices of WIL (in particularly the practice of 400 hour placements or similar). The chapter

will also explore the challenges and difficulties associated with this practice of WIL and provide

discussion around, for example, how to ensure student engagement with assessment and how this

WIL experience is or should be integrated into the curriculum. The chapter must provide a global

perspective, drawing upon a wide range of literature, and dedicate 1/3 of the chapter to one

example of good practice. The chapter should provide final words on future directions relevant to

this practice of WIL.

7,500

13. Work-integrated

learning through the

practice of short-term

work placements and

part-time placements,

part-time field

placements.

This chapter will provide an overview of the practice of short-term work placements (e.g., 2 week

placements) and part-time placements (e.g., 1 day a week for a year). The chapter will include a

description of common practices of short-term and part-time work placements/field placements, the

challenges these presents in regards to, for example, student enculturation into the workplace, level

of immersion into the workplace, authenticity, and student engagement and workplace

productivity, and possible solutions or responses to these. The chapter will have a focus on student

learning and include discussions around how this practice of WIL can be integrated into the wider

curriculum of the students study, and explore possible benefits and detriments of short-term

placements and part-time placements compared to, for example, 400 hour full-time placements The

chapter must provide a global perspective, drawing upon a wide range of literature, and dedicate

up to half of the chapter to a good example of the practice of short-term and of a part-time work

placements. The chapter should provide final words on future directions relevant to this practice of

WIL.

7,500

14. Work-integrated

learning through the

practice of

apprenticeships

This chapter will provide an overview of the practice of apprenticeships as part of WIL. This

chapter will include a short history of apprenticeships, how this practice of WIL differs from other

WIL practices, and how apprenticeships are incorporated into the higher education curriculum,

how student learning and their activities are/should be supported, and types of learning outcomes

that are expected. This chapter will also include discussion on the benefits to the student and the

educational institution, and the unique challenges to student learning and the practice of

apprenticeships with possible solutions inherent to this form of WIL. The chapter will be primarily

focused on the polytechnic/technological institutions, must provide a global perspective, drawing

upon a wide range of literature, and dedicate up to half of the chapter to one or two examples of

good practice. The chapter should provide final words on future directions.

7,500

15. Work-integrated

learning through the

practice of

entrepreneurships,

enterprise, and start-

ups

This chapter will provide an overview of the practice of Entrepreneurships, Enterprise, and Start-

ups as part of WIL. This chapter will include how these WIL practices are (or could be)

incorporated into the higher education curriculum, how student learning and their activities

are/should be supported, and types of learning outcomes that are expected. This chapter will also

include discussion on the benefits to the student and the educational institution, and the unique

challenges with possible solutions inherent to this form of WIL. Discussion of scalability would be

useful. The chapter must provide a global perspective, drawing upon a wide range of literature,

and dedicate up to half of the chapter to one or two examples of good practice. The chapter should

provide final words on future directions relevant to this practice of WIL.

7,500

16. Work-integrated

learning through the

practice of community

service/volunteering/s

ervice learning

This chapter will provide an overview of the practice of service learning, community service, and

volunteering as part of WIL. This chapter will provide a brief history, include how these WIL

practices are incorporated into the higher education curriculum, how student learning and how

their activities are/should be supported, and types of learning outcomes that are expected including

linkages to global citizenship. This chapter will also include discussion on the benefits to the

student and the educational institution, and the unique challenges with possible solutions inherent

to this form of WIL, including, for example, the elements of no payment, exposure of inequities in

society, and ways of ensuring the students’ wellbeing. The chapter must provide a global

perspective, drawing upon a wide range of literature, and dedicate 1/3 of the chapter to one

examples of good practice. The chapter should provide final words on future directions relevant to

this practice of WIL.

7,500

17. Work-integrated

learning through the

practice of class-based

WIL projects work-

connected project

This chapter will provide an overview of the range of practice of work-related projects and non-

placement WIL where the WIL practice is not full immersion into a workplace. This chapter will

include how these WIL practices are incorporated into the higher education curriculum, how

student learning and how their activities are/should be supported, and types of learning outcomes

that are expected. The chapter will also discuss ways the external partner is involved with this

form of WIL. Discussion should include a focus of the student learning and the authenticity and

meaningfulness of the tasks the students are engaged in, and the possibility of teamwork and teams

in competition with perhaps a ‘dragon’s den’ component. The chapter must provide a global

perspective, drawing upon a wide range of literature, and dedicate up to half of the chapter either

exploring arrange of examples of good practice or on one example of good practice. The chapter

also needs to present discussion on the benefits/advantageous and disadvantageous this practice of

WIL has over other forms of WIL (e.g., the more resource intensive forms such as work placements

and co-op). The chapter should provide final words on future directions relevant to this practice of

WIL.

7,500

18. Work-integrated

learning through the

practice of

simulations

This chapter will provide an overview of the practice of simulated WIL. WIL is defined as

requiring external stakeholder involvement with the student learning, therefore, this chapter must

discuss simulated WIL where an external partner is clearly and actively involved with the learning

process, for example, mentoring of the students, “dragon’s den” activity, and/or evaluation and

feedback to the student. The discussion should include how authenticity and meaningfulness of the

tasks are heightened or ensured, and how student engagement can be enhanced and measured.

The discussion should also include expected student learning outcomes and how to support

students to achieve these learning outcomes. The chapter should also include mention of using

simulations as preparation for the WIL activity, however, remain mindful that this element can also

be covered by the chapter covering preparation for WIL. The chapter must provide a global

perspective, drawing upon a wide range of literature, and dedicate up 1/3 of the chapter on an

example of good practice. The chapter should provide final words on future directions relevant to

this practice of WIL.

7,500

19. Work-integrated

learning through the

practice of remote

WIL and the digital

workplace

This chapter will provide an overview of the practice of remote WIL or WIL with a digital

workplace. This chapter essential discusses work placements that does not include the student

attending a physical workplace and instead the workplace is in the digital space. The chapter will

discuss the challenging elements of ensuring and measuring student engagement, challenges of

digital requirements and digital literacy for the student and the employer, mechanisms/platforms

used to engage in the virtual space, and other opportunities and challenges associated with this

practice of WIL. The chapter will also discuss learning outcomes, and challenges within, unique to

this practice of WIL and how these may support the practice of future work. The chapter must

provide a global perspective, drawing upon a wide range of literature, and dedicate either 1/3 of

the chapter to one example of good practice or up to half of the chapter on several examples of

good practice. The chapter should provide final words on future directions relevant to this practice

of WIL.

7,500

20. Work-integrated

learning through the

practice of

international WIL

(placements

conducted in another

country)

This chapter will provide an overview of the practice of international WIL. This chapter will

provide a background of internationalization of WIL and global mobility related to WIL. The

chapter will provide details of the expected student learning outcomes unique to this practice of

WIL. The chapter will also discuss the unique challenges encountered with this practice of WIL (in

regards to actual practice and learning), including how student safety and wellbeing is ensured,

how this practice integrates in to the curriculum, and how the practice supports the future of work.

The elements of resourcing (the extent of which and the challenge of high resource/costs), support

structures for students, the use of partnering institutions/organizations, etc. should be covered. The

chapter must provide a global perspective, drawing upon a wide range of literature, and dedicate

either 1/3 of the chapter to one example of good practice or up to half of the chapter on several

examples of good practice. The chapter should provide final words on future directions relevant to

this practice of WIL.

7,500

Developing work-integrated learning programs

21. Establishing a new

WIL program within a

discipline or degree

This chapter will explore the process and challenges of setting up a new WIL program within a

subject or group of subjects (e.g., department/school) which did not have (or had very little) prior

practice of WIL. This chapter will include discussion around allocation of resources and types of

staff resources needed, how the WIL program was integrated into the curriculum, process within

university (and external to university, if applicable) to obtain approval of to commence a new

program, challenges encountered and how these were overcome or managed, how the program

was managed through the implementation years, and how new external networks were developed.

The chapter will also describe the types of WIL program that were introduced and the rationale for

selecting this type of WIL program. This chapter will likely focus on one example, however, where

possible needs to draw from wider examples and wider literature. The chapter needs to include a

section on advice directed to other program developers on how to implement a new WIL program

within another subject or group of subjects.

7,500

22. Establishing and

managing the practice

of institutional wide-

WIL within an

established institution

This chapter will explore the process and challenges of establishing and maintaining institutional-

wide WIL within an established institution. This chapter will include discussion around

institutional leadership and aligning with institutional strategic direction and goals in relation to

WIL, allocation of resources and types of staff resources needed, how institutional-wide WIL

levered off and up-scaled from existing WIL programs. The discussion will also explore criteria

around what was institutionally defined as WIL, if WIL was compulsory or strongly encouraged

(with explanation of why), the elements that are/should be managed centrally and the elements that

are managed within the departments/schools/faculties. The chapter will include discussion on

challenges encountered, ongoing challenges, the rationale around the types of WIL selected, how

diverse practices of WIL were incorporated, and how these were overcome or managed. This

chapter will likely focus on two examples (one with a highly centralized approach and the other

with a semi-centralized/de-centralized approach), where an institutional decision resulted in the

institutional-wide practice of WIL. Where possible, the chapter needs to draw from wider

examples and wider literature, and retain discussion relevant to an audience from different

contexts. The chapter needs to include a section on advice directed to other program developers on

how to implement institutional-wide WIL.

7,500

23. Quality indicators of

work-integrated

learning

This chapter will explore the elements of quality indicators of WIL. With the expanding practice of

WIL, programs of variable quality are introduced. This chapter will explore what are the quality

indicators of ‘good’ WIL and ‘good’ learning outcomes, the underpinning arguments of these

quality indicators, and present a quality indicator framework that can be used to evaluate and

improve the delivery of WIL programs. This chapter needs to remain mindful of the Accreditation

Chapter. This chapter must retain an international perspective and allow flexibility to be applied to

a wide range of contexts and be well-informed with literature and theory. There is no need for a

case study for this chapter, however, authors may do so to briefly show the effectiveness of the

quality indicator framework.

8,500

24. Accreditation of Co-

op and/or WIL

programs

This chapter will explore the merit and the practice of an accreditation program for WIL or a

practice within WIL. The chapter will need to explore established accreditation programs of WIL

or a practice within WIL and draw upon knowledge of other related accreditation programs of non-

WIL programs. This chapter will need to present an argument for accreditation, the benefits and

strengths of such programs, weakness and challenges presented by accreditation, and an indication

of what framework would be used to enable accreditation (being mindful of potential overlap with

the chapters on Quality Indicators of WIL and evaluation of WIL). This chapter must make

linkages to student learning and how accreditation could ensure/enhance student learning, quality

student experience, and good WIL practice. This chapter will likely focus on an example of an

established accreditation program for the practice of WIL or a practice within WIL, however, must

retain, where possible, an international focus to the chapter. The chapter must include a section on

how to establish an accreditation program for WIL.

7,500

25. Building sustainable

partnerships and

managing

expectations of WIL

stakeholders.

This chapter will explore the elements and models of effective maintaining and building of

sustainable partnerships and network relationship management for WIL. Fundamental to the

practice of WIL the relationship between the student, the institution, and the external stakeholder

(employer, community, etc). The latter requires considerable care to develop and maintain. This

chapter will explore the theories of effective relationship building between all stakeholders and the

benefits of effective relationship management, explore the practicalities of relationship maintenance

within a WIL program and across the institution (e.g., the complexity of multiple institutional

relationships with the same external stakeholder), and managing expectations of each of the

stakeholders. This chapter should also include examples of software platforms of manage

relationships across the institution. There is no need for a case study for this chapter, however,

authors may find it useful to do so. This chapter must retain an international focus to the

discussion and remain mindful of the application of the knowledge presented to multiple contexts.

The chapter should have a section dedicated to providing advice/framework for establishing good

external stakeholder relationship management.

7,500

Topical issues in work-integrated learning

26. Preparing students for

the WIL activity

This chapter will discuss the important elements of appropriately preparing students for WIL and

empowering them to take ownership and responsibility of their learning. This chapter will provide

a comprehensive overview of the literature, which will likely dominate the chapter. The chapter

will also explain the importance of preparation of the student for WIL, the level of preparation

required depending on the type of WIL, elements of preparation needed, and preparation activities

(including a mention of using simulations as a form of preparation for WIL). The chapter will

expand further to prepare students for learning in the workplace (e.g., students’ ability to engage in

reflective learning) and enabling student to take responsibility of their learning. This chapter will

not require examples, however, must provide a framework(s) of good practice of preparation of

students for WIL.

8,500

27. Student assessment in

WIL

This chapter will discuss assessment practices in WIL. The chapter will explore the principles of

assessment for learning and contextualize this discussion to WIL. The chapter will need to explore

the practice of authentic assessment, use of reflective assessment approach, work performance

assessment, and other assessment approaches and principles relevant to WIL. The chapter will also

explore the challenges and ways to minimize the impact of challenges of assessment in WIL. The

chapter should provide examples of assessment practices and provide a framework of guiding

principles for developing assessment items. There is no need for a case study example (however,

the author may do so), instead there is an expectation of significant use of assessment

examples/description within the chapter.

8,500

28. Integration of WIL

and curricular design

This chapter will explore the aspects of integrating WIL into the curriculum and curricular design

of WIL. The chapter will explore how integration can be achieved, differentiates between

integrated WIL and WIL programs that are standalone from the degree, and discusses elements of

curricular design of WIL. This chapter may include a number of examples or perhaps a case study.

The chapter will provide a dedicated section outlining practical steps of integrating WIL into the

curriculum and implications for curricular designers.

7,500

29. The impact of WIL on

skill development and

employability

outcomes

This chapter will explore the linkages and impacts of WIL on employability outcomes and the

transition from study to employment. There is extensive literature in WIL and employability,

therefore, this chapter will primarily be focused on a synthesis of the literature with perhaps a

meta-analysis approach. There is no expectation of case studies for this chapter, however, there

must be a dedicated section for practical steps WIL practitioners could use to enhance student

employability outcomes.

8,500

30. Contextualizing WIL

to the local context

This chapter will explore the need of contextualizing the practice of WIL to reflect the local

context and the institutional culture. There are examples of good practice models of WIL,

however, many of these are primarily from a Western context and based on large institutions

within large economies while WIL is rapidly expanding in Asian countries and within smaller

economies and smaller educational institutions. This chapter will explore the aspects of

contextualization of the practice, the need to recognize differences in culture, economic, resourcing,

student demographics, local context (e.g., rural vs large city), etc, and the impact of WIL program

design, university structure, and resourcing type. This chapter is likely to draw from many

examples. This chapter must have a dedicated section providing guidelines or a framework for

enabling contextualization of WIL.

7,500

31. Equity, inclusion, and

access in WIL

This chapter will explore the challenging aspect of equitable inclusion of WIL for all students.

As the practice of WIL is increasingly more common in higher education, discussion of equitable

access of WIL has become increasingly important. This chapter will explore where the challenges

lay around equitable access to WIL in regards to socioeconomic, social capital, remote location,

students with children, etc. The chapter will also explore possible discrimination on ethnicity,

gender, age, sexual orientation, disabilities, etc. This chapter must explore the challenges and

possible solutions to reducing these challenges. This chapter may draw from many examples and

must provide a framework or practical guidelines for practitioners to move towards equitable

access to WIL for all students.

7,500

32. Wellbeing and

resilience of students

engaged in WIL

This chapter will explore the challenges of student wellbeing and resilience while undertaking

WIL. The chapter will provide a synthesis of the relevant literature, explore the unique challenges

WIL present in regards to wellbeing and resilience. The discussion must provide practical

guidance on how students’ resilience and wellbeing can be enhanced as part of preparation before

WIL, and how students can be supported during will, including elements of institutional

requirements of duty of care. This chapter will likely include elements of student agency, reflection

on the current educational systems and generational shifts. There is no good practice example

required for this chapter, instead there is an expectation for a practical framework to support

student wellbeing and resilience while undertaking WIL.

7,500

33. The impact and issues

around unpaid work

placements and paid

work placements

This chapter will explore the tensions and practices of paid and unpaid work

placements/internships. This chapter will provide an overview of both practices and their

commonality across a range of disciplines, the ethical and moral tensions of paid vs unpaid, student

needs, legal and exploitative aspects, practice of alternative remuneration, the view that the

‘payment’ is the learning experience, recognition achievement and work contribution, cost and

feasibility for employers, etc. The chapter must also explore what impact payment (or lack of) has

on employer and student expectations, commitment, and quality of the learning experience. The

chapter should also touch upon the prevalence of each practice across different disciplines and the

impact/consequence on the sector and students (and type of student). This chapter is likely to use a

number of examples of practice. The chapter must outline strong argument for both positions,

presenting each position equally, and show how additional benefits could been seen as a substitute

of payment.

7,500

34. Enhancing

intercultural

effectiveness through

WIL

7,500

35. Risk management and

ethical practice in WIL

This chapter will explore the challenges of risks and potential risks inherent in the practice of WIL.

This chapter will include discussion of legal requirements and expectations around managing risk

of the practice of WIL to the institution, the student, and the external partner. This chapter will also

include elements of ethical practice as not all that is legally allowable is necessarily ethical practice.

It is likely this chapter will include a number of examples. It is important that this chapter, where

possible, retains an international perspective. This chapter needs to provide a framework of

managing risk and ensuring ethical practice of WIL.

7,500

36. Careers pathways for

WIL staff

This chapter will explore career pathways of staff involved with facilitating WIL. There are many

different types of staff involved with enabling WIL programs, ranging from administrational

support, student support, teaching and academic, senior academic and non-academic leadership,

and research. This chapter will discuss the full range of types of positions and their respective

possible career pathways. The chapter will also discuss the crossover of these possible career

pathways and explore the facet of staff shifting sideways into WIL from other areas. There is no

need for examples for this chapter, albeit some may be used. This chapter needs to provide career

guidance for emerging WIL staff, including avenues of upskilling and further education (e.g., PhD

studies).

6,000

37. Establishing a

national network for

WIL

6,000

38. National and

International WIL

associations

4,000

39. Future directions and

challenges for work-

integrated learning

7,500