Global Calls to Action for Work-Integrated Education

2021 ◽  
pp. 257-274
Author(s):  
Nancy Johnston
Keyword(s):  
Scaling Up ◽  
Integrated Learning ◽  
Educational Approach ◽  
Integrated Education ◽  
Multiple Generations ◽  
International Work ◽  
The World ◽  
Integrated Programs ◽  
Work Integrated Learning ◽  
Unique Potential

This chapter provides a brief overview of generational attributes for Generations X and Y and how they impact workplaces. It introduces The Global Co-Operative and Work-Integrated Education Charter that calls for the scaling up of work integrated programs around the world in recognition of their unique potential for bridging gaps between academia and the world of work and positively impacting the multiple generations working therein. More specifically, the charter positions international work-integrated learning as a particularly effective educational approach for developing the critical understandings, insights, and attitudes needed to effectively navigate the multigenerational and multicultural workplaces that typify our increasingly borderless world of work.

Entrepreneurial Work-Integrated Learning

2021 ◽  
pp. 119-136
Author(s):  
Alon Eisenstein ◽  
Neta Raz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Job Security ◽  
Integrated Learning ◽  
Gen Y ◽  
The World ◽  
Work Integrated Learning

After decades of decreasing long-term job security and ongoing global economic crises, attention on and interest in entrepreneurship have significantly increased among Gen Y and Gen Z students in higher education institutions around the world. The pedagogical potential of work-integrated learning (WIL) and the increased offering of entrepreneurship programs in higher education intersect in a field referred to as entrepreneurial WIL (EWIL). This field, where WIL pedagogy is applied to deliver the learning outcomes of entrepreneurship education, is discussed here. The unique features and associated challenges that EWIL presents, particularly when compared with traditional forms of WIL experiences, are also examined, from the framework of a case study conducted on an internship-based course offered in a Canadian university. This chapter contributes to an understanding of the various factors that should be considered when developing novel EWIL programs in higher education institutions.

scholarly journals Preliminary Insights into International Work Integrated Learning (WIL) Placements in Disability and Student Recommendations for Success

2020 ◽  
Vol 11 (2) ◽  
pp. 52-59
Author(s):  
Peggy Essl ◽  
Michelle Bellon ◽  
Caroline Ellison
Keyword(s):  
Undergraduate Students ◽  
Professional Growth ◽  
Positive Impact ◽  
Student Experiences ◽  
Integrated Learning ◽  
Optimal Learning ◽  
International Work ◽  
Brunei Darussalam ◽  
Selection Interviews ◽  
Work Integrated Learning

This pilot study explored the experiences of undergraduate students studying disability who undertook a three-week international Work Integrated Learning (WIL) placement in Brunei Darussalam. Presented are the students’ perspectives of the value of the international WIL and its impact on their personal and professional growth. Semi-structured in-depth interviews were conducted and transcripts analysed using a thematic and iterative qualitative approach compatible with phenomenology. Three major themes exploring student experiences emerged: ‘valued experiences’, ‘cultural dissonance’ and ‘personal and professional growth’. Four recommendations relate to ‘selection interviews, comprehensive pre-departure sessions, accommodation, and quality university supervision’. Indicative findings suggest the placement had a valuable and positive impact on the students, increasing their cultural competence and assisting with their personal and professional growth. Additionally, the findings provide further insight on what makes international WIL placements successful and promotes optimal learning.

SOME WAYS OF INTEGRATED TEACHING OF MATHEMATICS AND NATURAL SCIENCES

2020 ◽  
Vol 20 (2) ◽  
pp. 35-42
Author(s):  
Kochkonbai Murzabaev ◽  
◽  
Salidin Kaldybaev ◽  
Keyword(s):  
Modern Technology ◽  
Natural Sciences ◽  
Integrated Learning ◽  
Integrated Education ◽  
Technology In Teaching ◽  
The World ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
High Level ◽  
Integrated Study

This article discusses the possibilities of implementing intersubject communication through the integration of training. Integrated education requires teacher training for conducting high-level classes, searching for universal and interesting material, and using modern technology in teaching. Particularly productive is the integration of homogeneous objects, which provides an incentive for the formation of the younger generation. Nowadays, integrated learning is becoming a useful technology for student learning. With an integrated study of the subject, students can learn the world as a whole. Integrated learning broadens the students' thinking, encourages them to be active, rational, put their knowledge into practice and memorize this knowledge, humanism, tolerance, and education both pedagogically and psychologically.

scholarly journals Students’ Perceptions of Content- and Language- Integrated Learning in Vietnam: A Survey Study

2021 ◽  
Vol 20 (12) ◽  
pp. 1-18
Author(s):  
Phuong-Bao-Tran Nguyen ◽  
Lies Sercu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Tertiary Education ◽  
Survey Study ◽  
Integrated Learning ◽  
Cross Sectional Survey ◽  
Educational Approach ◽  
Cross Sectional ◽  
Academic Courses ◽  
Integrated Programs

Content- and language-integrated learning (CLIL), an educational approach, in which the subject matter is taught in a foreign language. This has become popular in tertiary education. Many research studies have shown its benefits and discussed the favorable effects, especially with respect to L2 language gains. Yet, critical voices, also from the primary stakeholders, namely the students taking part in such integrated programs, have also been heard. In an effort to integrate into the international academic and scientific community, universities in Vietnam have also started to teach academic courses in English. The main objective of this cross-sectional survey study (N=104) was to explore Vietnamese students’ perceptions of such dual-training programs and to investigate to what extent they feel the program currently meets their needs. Our findings show that both lecturers and students are struggling in these courses, for one thing, because of insufficient levels of mastery of the English language; while for another reason, since courses cannot be characterized as courses in which disciplinary contents and the foreign language are taught in an integrated way. The way forward seems to be to educate the lecturers and the students well, before allowing them to participate in CLIL English courses. All these issues need to be considered in the context of local Vietnamese educational realities and traditions.

Networked Learning and Teaching for International Work Integrated Learning

2013 ◽  
pp. 119-132
Author(s):  
Jennifer Martin
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Student Mobility ◽  
Integrated Learning ◽  
Learning And Teaching ◽  
International Work ◽  
Information Communications Technology ◽  
Base Camp ◽  
Work Integrated Learning ◽  
Central Management

This chapter explores the use of information communications technology (ICT) to support international work integrated learning to provide more understanding of Web-mediated communities. The findings of a study of ICT use by students enrolled in a student mobility course on campuses in Australia and Vietnam reveal that students used a range of university provided commercial software as well as freely available ICT services and tools, particularly social networking sites, during their studies. A major challenge for universities is to provide access to the latest technologies at a cost that is affordable to the institution and its students, which provides the necessary level of reliability, availability, accessibility, functionality, and security. An online central management system or base camp can assist students to navigate the complex technical, social, cultural, and knowledge building opportunities that work integrated learning abroad offers.

Reflections on Work Integrated Learning

2012 ◽  
Vol 5 (1) ◽  
pp. 105-108
Author(s):  
Nirmala Dorasamy
Keyword(s):  
Public Management ◽  
Learning Experience ◽  
Valuable Insight ◽  
Integrated Learning ◽  
Student Preparation ◽  
The World ◽  
Work Integrated Learning ◽  
Management Students ◽  
The Impact ◽  
Insight Into

This article uses a nontraditional form to provide insight into the experiences of students and mentors during work integrated learning, through poetry pieces. Mentors play a pivotal role during the period of experiential learning, during which student exposure to the world of work has to be nurtured, thereby ensuring that the experience is mutually beneficial to both the student and the mentor. The author is one of the mentors for students engaged in work integrated learning for three months in their final year of study toward a national diploma in public management. Students and mentors reflect on their experiences through feedback reports, which constitute an important part of reviewing the work integrated learning experience. With these resources, the author explores the experiences of students and mentors through poetry. Such a qualitative approach provides valuable insight into their experiences, which underscores the impact of work integrated learning on student preparation for the world of work. Further, the poetry pieces are employed to highlight the roles and responsibilities of students and mentors in the work integrated learning relationship.

scholarly journals SURVEYING DESIGN SKILL DEVELOPMENT IN WORK-INTEGRATED LEARNING EXPERIENCES: A REVIEW OF THE LITERATURE

2021 ◽  
Vol 1 ◽  
pp. 2851-2860
Author(s):  
Gregory Litster ◽  
Ada Hurst ◽  
T. Judene Pretti
Keyword(s):  
Engineering Education ◽  
Skill Development ◽  
Secondary Data ◽  
Future Research ◽  
Integrated Learning ◽  
Work Experiences ◽  
Educational Approach ◽  
Student Work ◽  
Grade Point ◽  
Work Integrated Learning

AbstractWork-integrated learning (WIL) is an educational approach that intentionally scaffolds work experiences throughout undergraduate education. This approach has been proven to provide many benefits to students, including increased grade point averages, better job prospects after graduation and skill development. As such, we expect WIL experiences to contribute to engineering student's ability to design, a central aspect of both engineering education and practice. We found little evidence of research related to WIL experiences in the design literature, so we conducted a secondary data analysis on 33 publications from engineering education literature focusing on student WIL experiences with design. The review found evidence of students using a design process and recognizing the importance of designing within context, focusing on health, safety and ethical concerns of being an engineering designer. However, there was little evidence found of what students actually designed (i.e., components, systems or processes). We highlight some interesting areas for future research, specifically for design researchers to investigate how student work experiences are contributing to their development of design knowledge, skills and abilities.

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