The Routledge International Handbook of Work-Integrated Learning

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.

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