Work-integrated learning (WIL) programs often partner with career services centers to support WIL students throughout the job search process, and résumé critiques are among the most popular career services that WIL students might access.
Researchers conducted a study to test whether students can be “primed” to be more open to job postings that may seem unrelated to their interests or academic program.
Relevant work experiences are central to the success of work-integrated learning (WIL) programs. This study explores students' previous experiences to identify the "building blocks" of relevant WIL work experiences.
Decolonization and Indigenization are increasingly important topics in post-secondary education. This paper evaluates an international Indigenous work-integrated learning (WIL) exchange between University of Victoria in British Columbia, Canada and three Australian Universities.
In many parts of the world, including Canada, there are calls for an increase in the number of work-integrated learning (WIL) opportunities for post-secondary students.
COVID-19 has had a large impact on post-secondary work-integrated learning opportunities. It has affected both the setting in which students work (working from home) and the availability of work placement jobs and future work placement jobs.
The Co-operative Education and Work-Integrated Learning (CEWIL) Resource Hub is a website developed for all stakeholders involved in work-integrated learning (WIL): students, practitioners, employers, and educators.
With partners at Macquarie University in Australia and Auckland University of Technology in New Zealand, the principal researchers developed a framework for the factors that are critical to sustainable partnerships in work-integrated learning (WIL).