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Building a Student-Centered Quality Model for Work-Integrated Learning at the PhD Level

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Title: Building a Student-Centered Quality Model for Work-Integrated Learning at the PhD Level
Language: English
Authors: Kristin Bracewell, David Drewery, Irene Sheridan, Stephen Cassidy
Source: International Journal of Work-Integrated Learning. 2026 27(1):119-134.
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: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Work Based Learning, Educational Quality, Models, Doctoral Programs, Foreign Countries
Geographic Terms: Ireland
Abstract: Work-integrated learning (WIL) is considered a valuable addition to doctoral education. However, there is currently no model for designing and implementing quality WIL at the doctoral level, and models of quality WIL at other levels overlook the unique requirements of doctoral-level WIL. This research aims to develop a new model for quality WIL at the PhD level. The research centers PhD student voices through 16 qualitative interviews, analyzed using grounded theory, complemented by a review of existing quality models and lessons learned from PhD WIL literature. The analyses result in the CO-LIRN model which endeavors to align WIL with the aims and objectives of doctoral education. The model consists of co-creation, orientated, learning, impact, relevance, and networking. CO-LIRN addresses a key gap in understanding, developing, administering, and assessing quality WIL for PhD students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506574
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1506574
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  Data: Building a Student-Centered Quality Model for Work-Integrated Learning at the PhD Level
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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):119-134.
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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: Work-integrated learning (WIL) is considered a valuable addition to doctoral education. However, there is currently no model for designing and implementing quality WIL at the doctoral level, and models of quality WIL at other levels overlook the unique requirements of doctoral-level WIL. This research aims to develop a new model for quality WIL at the PhD level. The research centers PhD student voices through 16 qualitative interviews, analyzed using grounded theory, complemented by a review of existing quality models and lessons learned from PhD WIL literature. The analyses result in the CO-LIRN model which endeavors to align WIL with the aims and objectives of doctoral education. The model consists of co-creation, orientated, learning, impact, relevance, and networking. CO-LIRN addresses a key gap in understanding, developing, administering, and assessing quality WIL for PhD students.
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