Work-integrated learning

In this paper, Andrea Prier, Anne-Marie Fannon, Jamieson Cox and Suman Armitage analyze the Waterloo Experience Accelerate (WEA) program. UWaterloo created WEA to respond to co-op student employment challenges amid the pandemic.

This study explores the relationship between work-integrated learning (WIL) and teaching and learning (T&L). WIL and Centre for Teaching and Learning (CTL) organizations completed this survey.

In this paper, researchers highlight the impact of international work-integrated learning (WIL) program, Global Challenge.

In this paper, researchers analyze Global work-integrated learning (WIL) modules. The study’s findings shows that the modules are globally applicable, and that professional development is necessary.

David Drewery, Judene Pretti and Anne-Marie Fannon’s article analyzes the quality of work-integrated learning (WIL) experiences. WIL stakeholders can benefit from the LIRN model (learning, impact, relevance and networking) to provide excellent work experiences.

In this article, David Drewery and Katie Knapp explore students’ organizational commitment pertaining to workplace friendships. This study found that organizational commitment is greater when work experience quality is greater. Additionally, workplace friendships still developed during remote work-integrated learning.

In this article, researchers analyzes how the pandemic affected work-integrated learning (WIL). This paper compares the University of Waterloo to RMIT University and how their (WIL) structures adapted to the pandemic.

Tara Stevens, Judene Pretti and Norah McRae’s article examines how the future of work changed due to the global pandemic. To understand how to prepare students for the future of work-integrated learning, this paper reviews 32 recent reports on the future of work.

In this study, researchers used Q methodology to distinguish between four different worldviews regarding employer perspectives on hiring international students.

In this paper, researchers examine Indigenous international work-integrated learning (WIL) at the University of Victoria in exchange with three Australian institutions. This paper highlights key research findings and ways to decolonize WIL.