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 |
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| 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 |
| 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. |
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