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Investigating the 'integrated' in work-integrated learning.

Coll, Richard K, Eames, Chris, Paku, Levinia, Lay, Mark, Ayling, Diana, Hodges, Dave, Ram, Shiu, Bhat, Ravi, Fleming, Jenny, Ferkins, Lesley, Wiersma, Cindy and Martin, Andy 2008, Investigating the 'integrated' in work-integrated learning., in NZACE 2008 : Proceedings of the 11th New Zealand Association of Cooperative Education Conference : Working Together : Putting the Cooperative into Cooperative Education, New Zealand Association for Cooperative Education, [Hamilton, N.Z.], pp. 38-41.

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Title Investigating the 'integrated' in work-integrated learning.
Author(s) Coll, Richard K
Eames, Chris
Paku, Levinia
Lay, Mark
Ayling, Diana
Hodges, Dave
Ram, Shiu
Bhat, Ravi
Fleming, Jenny
Ferkins, Lesley
Wiersma, Cindy
Martin, Andy
Conference name New Zealand Association of Cooperative Education. Conference (11th : 2008 : New Plymouth, N.Z.)
Conference location New Plymouth, N. Z.
Conference dates 23-24 April 2008
Title of proceedings NZACE 2008 : Proceedings of the 11th New Zealand Association of Cooperative Education Conference : Working Together : Putting the Cooperative into Cooperative Education
Editor(s) Coll, Richard
Hoskyn, Katharine
Publication date 2008
Conference series New Zealand Association for Cooperative Education Conference
Start page 38
End page 41
Total pages 44 p. iv.
Publisher New Zealand Association for Cooperative Education
Place of publication [Hamilton, N.Z.]
Summary Work-integrated learning (WIL) is an educational strategy in which students undergo conventional academic learning with an educational institution, and combine this with some time spent in a workplace relevant to their program of study and career aims. It goes under a number of names internationally; sandwich degree (Ward & Jefferies, 2004); cooperative education; and internships (Groenewald, 2004; Sovilla & Varty, 2004; Walters, 1947). The name cooperative education reflects the tripartite nature of WIL in which the student, tertiary education institution (TEI), and workplace work together collaboratively to develop a comprehensive skill set in students (Coll, 1996). Recently the World Association for Cooperative Education added 'integrated' in a by-line to its name to reflect a broader perspective of the nature of cooperative education that can include capstone programs [practicum], internships, sandwich degrees, and work-based learning via industry projects (Franks & Blomqvist, 2004). A key aspect of WIL is the notion that it entails the integration of knowledge and skills gained in the educational institution and in the workplace. It is the integration aspect of WIL that distinguishes it from workplace learning (i.e., simply what a student or employee learns in the workplace, see Boud & Falchikov, 2006).

Eames (2003) notes that whilst there is a rich literature on the success of WIL programs, such research is almost entirely concerned with what he terms 'operational outcomes', such as benefits for students (Dressler & Keeling, 2004), employers (Braunstein & Loken, 2004), and TEIs (Weisz & Chapman, 2004). For example, it has been reported that compared with conventional graduates students who participate in WIL programs gain employment more easily, fit in better in the workplace, advance more rapidly in their careers, and so on (Dressler & Keeling, 2004). However, there is a serious paucity of research into what WIL students learn, how they learn, whom they learn from (Eames & Bell, 2005), and how the learning might be better facilitated and supported. A key purpose of work-integrated learning is the notion of providing graduates with a comprehensive skill set desired by potential employers. However, the literature notes that it is problematic for tertiary education providers to provide students with such skills, especially behavioural skills; the so-called soft skills (Burchell, Hodges & Rainsbury, 2000; Coll & Zegwaard, 2006). In what way does the student take what he or she has learned into the workplace, and conversely in what way does what the student learns in the workplace become related to, or incorporated into, the next phase of academic learning when he or she returns to the TEI after completing a work-placement?
ISBN 0473112639
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category E1.1 Full written paper - refereed
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Document type: Conference Paper
Collection: School of Management and Marketing
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