Contemporary Issues in Work-Integrated Learning: A Thematic and Bibliometric Analysis of the International Journal of Work-Integrated Learning from 2018 to 2023
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| Title: | Contemporary Issues in Work-Integrated Learning: A Thematic and Bibliometric Analysis of the International Journal of Work-Integrated Learning from 2018 to 2023 |
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| Language: | English |
| Authors: | Idris Ademuyiwa, Calahndra Brake, David Drewery, Anne-Marie Fannon |
| Source: | International Journal of Work-Integrated Learning. 2024 25(4):505-516. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Work Experience Programs, Journal Articles, Qualitative Research, Bibliometrics, Developed Nations, Authors, Current Events, Cooperative Learning, Employment Potential, COVID-19, Pandemics, Internship Programs, Foreign Countries, Equal Education, Inclusion, Diversity, Access to Education |
| Geographic Terms: | Australia, Canada, New Zealand, South Africa, United States |
| Abstract: | This article presents a thematic and bibliometric analysis of articles (n = 222) published in the "International Journal of Work-Integrated Learning" from 2018 to 2023. The thematic analysis revealed eight key themes on which the work integrated learning (WIL) research community has focused. An analysis of research methodologies shows a bias toward qualitative inquiry. An analysis of authorship revealed an overwhelming representation of authors from developed, English-speaking nations (e.g., Australia and Canada), a high occurrence of multi-authorship (85% of articles), a lower occurrence of multi-institutional authorship (39% of articles) and even lower occurrence of multinational authorship (12% of articles). The findings will be useful for WIL scholars seeking to situate their research agendas in contemporary issues of interest to the WIL research community. They also reveal several gaps in approaches to WIL research and collaboration, thus emphasizing the need for the WIL community to expand the research methodologies and global representation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455493 |
| Database: | ERIC |
| Abstract: | This article presents a thematic and bibliometric analysis of articles (n = 222) published in the "International Journal of Work-Integrated Learning" from 2018 to 2023. The thematic analysis revealed eight key themes on which the work integrated learning (WIL) research community has focused. An analysis of research methodologies shows a bias toward qualitative inquiry. An analysis of authorship revealed an overwhelming representation of authors from developed, English-speaking nations (e.g., Australia and Canada), a high occurrence of multi-authorship (85% of articles), a lower occurrence of multi-institutional authorship (39% of articles) and even lower occurrence of multinational authorship (12% of articles). The findings will be useful for WIL scholars seeking to situate their research agendas in contemporary issues of interest to the WIL research community. They also reveal several gaps in approaches to WIL research and collaboration, thus emphasizing the need for the WIL community to expand the research methodologies and global representation. |
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