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Defining and Designing Work-Integrated Learning Curriculum

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Title: Defining and Designing Work-Integrated Learning Curriculum
Language: English
Authors: Sonia J. Ferns (ORCID 0000-0002-9240-5210), Karsten E. Zegwaard (ORCID 0000-0002-1948-635X), T. Judene Pretti (ORCID 0000-0001-5034-7385), Anna D. Rowe (ORCID 0000-0002-7160-5467)
Source: Higher Education Research and Development. 2025 44(2):371-385.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Curriculum Design, Work Based Learning, Stakeholders, Global Approach, Employment Potential, College Graduates, Individualized Instruction, Learning Experience, Educational Practices, Definitions, Educational Experience, Partnerships in Education, Career Development, Student Development
DOI: 10.1080/07294360.2024.2399072
ISSN: 0729-4360
1469-8366
Abstract: The scope of work-integrated learning (WIL) has expanded and evolved globally and is a recognised pedagogy that enhances graduate employability, strengthens students' personal attributes, and affords a personalised learning experience. Despite abundant research and discourse on WIL, misconceptions about what WIL is and how WIL educative experiences are enacted continue to prevail, partially due to the absence of a universal definition of WIL. The purpose of this paper is to provide insights into WIL curriculum design and educational practices that reflect a recently published inclusive definition of WIL. The importance of pre- and post-WIL for optimising outcomes during WIL is emphasised. A framework for conceptualising the enactment of the WIL curriculum is presented that preserves the flexibility of WIL while establishing a consistent interpretation of what WIL curriculum entails. Consensus on the defining elements of WIL and its enactment will facilitate stronger global collaboration, shared teaching ethos, augmented research impact, and agreement on what constitutes quality WIL.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465352
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sonia+J%2E+Ferns%22">Sonia J. Ferns</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9240-5210">0000-0002-9240-5210</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karsten+E%2E+Zegwaard%22">Karsten E. Zegwaard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1948-635X">0000-0002-1948-635X</externalLink>)<br /><searchLink fieldCode="AR" term="%22T%2E+Judene+Pretti%22">T. Judene Pretti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5034-7385">0000-0001-5034-7385</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+D%2E+Rowe%22">Anna D. Rowe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7160-5467">0000-0002-7160-5467</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2025 44(2):371-385.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: The scope of work-integrated learning (WIL) has expanded and evolved globally and is a recognised pedagogy that enhances graduate employability, strengthens students' personal attributes, and affords a personalised learning experience. Despite abundant research and discourse on WIL, misconceptions about what WIL is and how WIL educative experiences are enacted continue to prevail, partially due to the absence of a universal definition of WIL. The purpose of this paper is to provide insights into WIL curriculum design and educational practices that reflect a recently published inclusive definition of WIL. The importance of pre- and post-WIL for optimising outcomes during WIL is emphasised. A framework for conceptualising the enactment of the WIL curriculum is presented that preserves the flexibility of WIL while establishing a consistent interpretation of what WIL curriculum entails. Consensus on the defining elements of WIL and its enactment will facilitate stronger global collaboration, shared teaching ethos, augmented research impact, and agreement on what constitutes quality WIL.
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      – Text: English
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      – SubjectFull: Work Based Learning
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