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Creative Work-Integrated Learning: Student-Driven, Cross-Disciplinary, Non-Placement Work-Integrated Learning in a Changing Educational Landscape

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Title: Creative Work-Integrated Learning: Student-Driven, Cross-Disciplinary, Non-Placement Work-Integrated Learning in a Changing Educational Landscape
Language: English
Authors: Andrea Garner, Adam Wilson
Source: International Journal of Work-Integrated Learning. 2026 27(1):151-163.
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: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Creativity, Work Based Learning, Interdisciplinary Approach, Student Participation, Personal Autonomy, Professional Development, Grade 7, Foreign Countries, Engineering Education, Education Majors, Preservice Teachers, Graduate Students, Undergraduate Students, Student Attitudes, Parent Attitudes
Geographic Terms: Canada
Abstract: As higher education faces shifting workforce demands and limited placement opportunities, this study examines how co-designed, non-placement work-integrated learning (WIL) experiences can foster student agency, applied learning, and professional growth across disciplines. Focusing on "Creative WIL," an initiative involving pre-service and in-service education students and engineering students in a three-day project-based March Break camp for Grade 7 learners in New Brunswick, the study employs a constructivist, participatory orientation and reflexive thematic analysis within an iterative case study design. Centring student voice in shaping inclusive, strengths-based, interdisciplinary WIL experiences, findings show that participants developed key professional competencies, including collaboration, pedagogical responsiveness, and reflective practice, while actively influencing camp design and delivery through feedback and shared decision-making. Five themes emerged: respected autonomy, learning through being and doing, purposeful risk, refreshing perspectives, and hope through impact. This work underscores the transformative potential of student-informed, equity-conscious non-placement WIL models in bridging gaps found in traditional university-practicum-university transitions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506572
Database: ERIC
FullText Text:
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  Data: Creative Work-Integrated Learning: Student-Driven, Cross-Disciplinary, Non-Placement Work-Integrated Learning in a Changing Educational Landscape
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  Data: <searchLink fieldCode="AR" term="%22Andrea+Garner%22">Andrea Garner</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+Wilson%22">Adam Wilson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Work-Integrated+Learning%22"><i>International Journal of Work-Integrated Learning</i></searchLink>. 2026 27(1):151-163.
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  Data: 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/
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: As higher education faces shifting workforce demands and limited placement opportunities, this study examines how co-designed, non-placement work-integrated learning (WIL) experiences can foster student agency, applied learning, and professional growth across disciplines. Focusing on "Creative WIL," an initiative involving pre-service and in-service education students and engineering students in a three-day project-based March Break camp for Grade 7 learners in New Brunswick, the study employs a constructivist, participatory orientation and reflexive thematic analysis within an iterative case study design. Centring student voice in shaping inclusive, strengths-based, interdisciplinary WIL experiences, findings show that participants developed key professional competencies, including collaboration, pedagogical responsiveness, and reflective practice, while actively influencing camp design and delivery through feedback and shared decision-making. Five themes emerged: respected autonomy, learning through being and doing, purposeful risk, refreshing perspectives, and hope through impact. This work underscores the transformative potential of student-informed, equity-conscious non-placement WIL models in bridging gaps found in traditional university-practicum-university transitions.
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      – Text: English
    PhysicalDescription:
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        PageCount: 13
        StartPage: 151
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      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Work Based Learning
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Student Participation
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Professional Development
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      – SubjectFull: Grade 7
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Engineering Education
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      – SubjectFull: Education Majors
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Graduate Students
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Canada
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      – TitleFull: Creative Work-Integrated Learning: Student-Driven, Cross-Disciplinary, Non-Placement Work-Integrated Learning in a Changing Educational Landscape
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