Index

Citation (2017), "Index", Work-Integrated Learning in the 21st Century (International Perspectives on Education and Society, Vol. 32), Emerald Publishing Limited, Bingley, pp. 205-216. https://doi.org/10.1108/S1479-367920170000032020 Publisher: Emerald Publishing Limited Copyright © 2017 Emerald Publishing Limited INDEX Abstraction, 79 Academic curriculum period inclusion during practical work, 4 workplace-related problems in, 30 Academic outcomes, 178, 182 Academic performance, 13, 14, 44 Academic program, 11–12, 20–21, 25, 59 Academic success, 47, 121, 184, 186–187 Academic program, 11–12, 20–21, 117, 120, 121 Academics, 85, 89–91, 95 enhancement of WIL, 174 facilitators of professional learning, 86 removed geographically from placement setting, 86 repurposable resources, designing of, 92 teaching resources for, 92–94 Adaptability skill, 22, 100 Adaptive innovator See T-shaped professional, concept of Administrators, 79, 186 Agentic behaviors of emerging professionals, 151 Agentic professional, 150–152 Alternating semesters, 10 Anxiety, 47, 86, 178–180, 183, 186 Australian BA programs, 55, 56, 63 benefits for students, 58 pressure to generate graduates workforce, 52 WIL activities, 61 contemporary experience, 61 engagement with, 52 forms of evident, 57–58 industry-placement models, 60–61 work-experiences evident, types of, 62 Australian higher education, acquisition of vocational outcomes, 54 Australian universities liberal arts education in, 55–56 to meet demands from professions, 54–55 suppliers of knowledge and knowledge workers, 54 Australian Wheat Board corruption scandal, 147, 151 Australian workforce, 53 Authentic learning, 36, 42 Autonomy, 39, 109–110, 151, 179 developing for new work world, 104 as digital natives, 104 worker, 102 Awareness, 70, 132, 147, 148, 150, 155, 170 Bachelor of Archaeology (BA Archaeology), 58 Bachelor of Arts (BA) program, 52 in Australia, 55 explicitly supports integration of study, 56 curriculum structure, 56 generalist programs, 52 increasing work-experience opportunities in, 56 Bachelor of Creative Industries (BCI), 60 Baden-Württemberg Cooperative State University (DHBW-Germany), 133, 135 Bak–Tang–Wiesenfeld (aka Abelian) sandpile model of self-organizing, 71 Behavior(s), 23, 109, 154, 169 health-risk, 177 nonverbal, 132 stress-related maladaptive coping, 184 verbal, 132 Behavioral attributes, 146, 147, 155 competencies, 73 dimension, 132 rupture, 103 skills, 146–147 Campus(es), 36, 39, 58, 79, 131, 134, 140, 179, 182, 184, 186–187 mental health crisis in, 179–181 off campus, 61, 178, 184 on campus, 62 Campus psychological counselling centers, 178 Canada-European Union Co-op (CANEU-COOP) program, 131, 139 benefits for UVic, 134 funded by Human Resources and Skills Development Canada, 134 partnership program, 133–134 research study, 135 twinning program, 135 workplace competencies, development of, 134 Canadian Association for Co-operative Education (CAFCE), 29–30 Canadian Bureau of International Education (CBIE), 130, 131, 134 Canadian Bureau of International Education 2015 report: A World of Learning, 141 Canadian postsecondary institutions, 130 intercultural competency for curriculum development, 135–137 internationalization, emphasis on, 131 minority groups in, 131 See also Canada-European Union Co-op (CANEU-COOP) program Canadian postsecondary system, 25 Career actions, 123, 133 Career aspirations, 127 Career development, 7, 9, 121 definition of, 122 dynamic factors, 123 HEIs curriculum development, 123–124 embedded in, 122–123 job contributes to organizational objectives, 123 purpose of, 123 SA DHET roles and responsibilities on, 124–125 Career options, 19, 123 Career patterns, 123 Career planning, 121, 123 components of, 122 definition of, 122 reality check for students, 122 Career-ready graduates, 164 Centre for Advancement of Cooperative Education (WatCACE), 135 Change careers, 12 Cluster analysis, 77 Cognition, 132, 166 Cognitive ability(ies), 7, 75 Cognitive intelligence (IQ), 132 Cognitive technologies, 70, 72 Collaboration, 27, 43, 79, 93, 94, 102, 104, 118, 121 Collaborative renewal, 102 Collaborative trans-disciplinary groups, 61 College education, 4 Communication networks, 102 Communication skill, 14, 22, 74, 103, 104, 107 Community-based WIL, 60 Community of practice, 102, 150, 151, 152 Comprehensive universities, 117 Confidence, 70, 75–76, 122, 140, 166–167, 184 Connectedness to school, 95, 179, 186 Consulting work, 5 Co-operative (Co-ops) education programs, 4, 29–30, 70, 76, 116–117, 125, 134, 137 office, 121–123 professionals, 121 students, 10 Course designers, 31 CQ-Action, 132, 135–136 CQ-Drive, 132, 136, 139 CQ-Knowledge, 132, 135–136, 139 CQ-Strategy, 132, 135–136, 139 Creative deconstruction, 72 Creative destruction, 70 Creative workers, 60 Crisis management, 178 Critical moral agency, 149, 150, 155, 156 Critical thinker, 150, 156 Critical thinking, 146, 150 Cultural differences, 132, 135–136, 139, 140 Cultural intelligence (CQ), 131, 137, 138, 140 definition of, 130 development of, 135 dimensions of, 132 strategy at UVic Co-operative Education Program and Career Services, 133 Cultural Intelligence Scale (CQS), 135, 136 Curricular responses, 20–21 Curriculum, 14 decolonization of, 119–121 definition of, 119 professional identity development, structuring of, 152–154 Data storage technologies, 72 Decolonization of curriculum, 119–121, 126 Deliberate professional, 91, 148 Department of Higher Education and Training (DHET), South Africa, 118, 124–125 Depression, 178–180, 183, 185–186 Design-based thinking, 61 Digital communications, 101 impact of, 107 modes, 108 proficiency in formats, 106 skills, 103 technologies, 100, 102 Digital information-seeking skills, 101 Digital literacy, 89, 90, 94, 102, 104, 107, 110 Digital media, 101, 103 Digital natives, 104 Digital platforms, 104, 106 Digital proficiency, 104 Digital skills, 103, 104, 105, 110 Digital spaces, 102 Digital technology(ies), 53, 100–101, 110 advantages of, 102 assumptions, 105–107 challenges faced by workplaces, 103–105 educational institutions integrated, 102 facilitation of skill acquisition, 102 WIL assistance in, 103 Discipline-based teaching, 31 Discipline-specific technical tasks, 155 Disruption in employment, 70–73, 103 Educational dilemmas, 46 Educational goals, 59, 168 Educational institutions, 26, 36, 37–38, 42, 45, 102, 107, 118, 123 Educational program, 3–4, 45–46, 71 Educators, 20, 47, 186, 18, 127, 154, 174, 191–192, 194 aims of, 154 objective in WIL, 154 postsecondary, 20 to support student development, 156 E-learning platforms, 102 Emerging adult(s), 178, 179, 180 Emerging adulthood, 179 Emerging professionals agentic behaviors of, 151 pathways for, 150 Emotional intelligence (EQ), 53, 110, 132 Employability, 6, 27, 30, 104–105, 124, 126, 178, 191–192 definition of, 57, 117 skills, 22, 134 Employers, 5–6, 31, 36, 78, 117–118, 130, 146, 185 bias regarding skills, 11 contemporary higher education, 52 co-operative education work, 134 demand, 164 expectation for contemporary higher education, 52 graduate, 23 looking for graduates, 53 responsibilities, 123 supervisors, 133 technology impact for students placement, 106 work experience effect on future work, 14 Employment, 5, 57, 63, 178, 180, 191 discrimination, 123 fulltime, 12, 63, 179, 181, 183 future, 9, 13–14, 60 public and private sector, 26 See also Disruption in employment Employment and Social Development Canada, 134 Energy of students, 167 Entrepreneurial work, 5, 26, 58, 61, 77 Ethical behaviors, 53, 147, 149 Ethnic, 180, 181, 183 European Union, 134 Examination process, 38 Experiential learning model, stages of, 133 Experimentation, 70, 137 with learning environments, 79 Fab Labs, 102 Facebook, 26, 88 Face-to-face interaction / communication, 103, 104, 108, 109 Faculty, 6, 31, 59, 79, 133 Far transfer, 23 Fatigue, 165, 166, 167 FH Joanneum University of Applied Sciences (Austria), 133, 135 Financial burden, 179, 180 Flexibility skill, 22, 58, 61, 146 Formal education, 32, 36, 37, 38, 39, 44, 47, 84 Formal school-based learning, 37 Formal training, 38 Freelancers, 26 Friend sickness, 185 Further Education and Training (FET) Colleges, 124 Good expression, 53 GPS, 92, 94 Graduate attributes, 31, 52, 146, 154 Graduates of higher education, challenges for, 24 changes in labor market knowledge, 20–21 multiple career path changes, 21 nonlinearity of study to work, 20 rapid changes in work world, 21–22 See also Skills Grant-funded research projects, 60 Health, 42, 89, 172, 177, 180, 184 Higher education, 23, 35–48, 53, 74, 117, 123, 146, 178, 179, 180, 181, 182, 187, 194 in contemporary neoliberal, 54 criticism of, 36 depression among students of, 178 for nurses, work-based learning. See Work-based learning, for nurses in higher education whole person for success, 192 Higher Education Institutions (HEIs), 79, 116, 181, 187, 194 career planning and development programs embedded in, 122 in emerging economies issues, 119 in South Africa, 116 categories of, 117 challenges, 126 Council on Higher Education recommendations, 119 decolonization of curriculum, 120 Higher vocational education (HVE), 36, 42–47 See also Work-based learning Human capital, 54, 180 Humanities, creative arts, and social science (HASS) disciplines, 52 Human Resources and Skills Development Canada, 134 IBM, 74 Identity, 86, 87, 148, 149, 152, 154, 184, 185 Immediate outcome WIL program, 13 Independent professionals, 26 Independent, The , 74 Individual dispositions, 165, 166 Individuals learn, 164 Industry-commissioned projects, 60 Industry-placement models, 61 Informal work-based learning, 38 Information and communication technologies (ICTs), 109 Information literacy, 102 Innovation, 53, 70, 102, 106, 169 Integrating formal education, 38 school-based education, 44 workplace learning, 44 Interactive measurement mode, 11 Intercultural competency development curriculum (ICDC), 135–140 International WIL programs, 130, 133 CQ development in students, 135 offered through UVic Co-op program, 133 Internet, 87, 102, 104, 106, 107 Internships, 4, 10, 12, 58, 70, 71, 76, 118, 121, 152 Interpersonal skill, 22 Intrapreneurship, 61 Job(s), 4, 5, 6, 7, 9, 11, 13, 27, 60, 73 analysis, 121 definition of, 125 role in WIL, 125–126 creation, 71 criterial for holding, 70 disappearances, 70 future, 11, 13, 14 growth, 70–71 held, 13 level, 6, 9 loss, 70 offers, 9, 11, 13, 125 performance, 6–7, 9 future, 14 permanent, 11 -relevant experience, 6–7 requires knowledge and skills, 20–21 satisfaction, 9, 11 on work term, 13 seekers, 21, 23, 26 challenges faced by, 31 situation in computing, 74 specification, 126 See also Disruption in employment; Work-Integrated Learning (WIL) model/program Journalism, 57 Knowledge, 7, 9, 11–15, 19, 22, 24, 26, 27, 31, 36, 40, 44, 86, 110, 192 discipline-based, 20 discipline-specific, 58 economies, 37, 53 employability-specific, 22 employers, 23 existing, 25 labour market, 20–21 mobilizers, 25 production, 48, 53 transfer abilities, 32 transfer/mobilization, 22–23, 25, 29 Kolb, 29, 91, 133, 137, 194 KSAOs, 9, 13 Leadership, 7, 27, 31 skills, 22 student, 76 Learner(s), 24–25, 29, 70, 87, 147, 164–165, 171 access and participation in authentic workplace activities, 169 acquisition failure, 22–23 agentic, 63 engagement, 28 lifelong, 20, 27, 191 meaning makers, 165 postsecondary, 23 propensity for skill and knowledge transfer, 28 self-directed, 30, 93, 108 self-regulatory, 47 skills to WIL experiences, 166 Learnerships, 118 Learning, 45, 191 to adapt virtual working ways, 107–108 curriculum, 37 experiential, 29 in hybrid spaces, 85–88 missed opportunities, 85 past, 29 reflection tool for, 155 at work, 36 in workplace, 152 See also Work-based learning Learning in Working Life (LiW), 42–44 Legitimate peripheral participation, 164 LGBTQ + , 183 Liberal arts education program, 51 in Australia, 55–56, 61 work-integrated learning program, 56–58 in evolving economy, 53–54 in neoliberal world, 54–55 Lifelong learners, 20, 27 Linked-In, 26, 100 blogs, 88 Literacy skill, 22 Logical thinking, 53 Loneliness, 179, 182, 185 Management development, 7 Measurement mode definition of, 10 relation with performance, 10 Mental distress, 178 Mental health illness among students campus crisis, 179–181 of higher education, 178 National Union of Students (NUS) survey, 178 on-campus intervention programs, 187 participation in WIL program, impact of, 184–185 pathways to success, 186–187 sense of belonging, 182–183 social support, 181, 183–184 solutions and protective factors, 181 Metacognition (or notion of thinking about thinking), 28, 132 Metacognitive instructions for learning at work, 38 learner to use general schema or frameworks, 29 thinking, 28, 31 Ministry of South African Education, 124 Minority students ethnic, 180–181 LGBTQ, 183 Mobile learning (mLearning) definition of, 84 in WPL, 87–88 Mobile technologies, 84, 85, 87–88, 89, 90, 91, 92, 94–95 Mobile Technology Capacity Building (MTCB) framework, 85, 88–89, 95 associated pedagogical artefacts, 91–92 dimensions of, 91–92 teaching resources, 92–94 Modern workplace, 149, 152 Monster, 26 MOOC, e-learning platform, 102 Moore’s Law, 71 Motivation, 7, 9, 47, 61, 93, 132, 148, 167, 169, 182 Multinational corporations, 131 Multiple job changes, 21 National Association of Colleges and Employers report, 12 National Skills Authority (NSA), 116 National Skills Development Strategy III (NSDS III), 124 National Skills Fund (NSF), 116 National Union of Students (NUS), 178 Near transfer, 23, 28 Network capabilities, 100 Networked communication system, 103 Networked technologies, 100-102, 107 New graduates, 30–31, 80, 147, 180, 194 Nondigital technologies, 53 North American Industrial Classification (NAIC) system, 77–78 Numeracy skill, 22 Nursing training in Sweden, 39 Occupation(s), 7, 10, 53, 57, 72–73, 79, 121, 164, 169 Office for Learning and Teaching (OLT), Australian Government, 85 Open system thinking, 79 Organizational behavior, 101 Organizational skill, 22 Paid internships, 4, 12 Peer mentorship, 181 Peer support, 87, 181, 183, 184, 185, 186, 187 Personal mobile devices (PMDs), 85, 88, 90, 91, 93–95 engagement of students on placement, 90 students communication with peers, 90 Photoelicitation, 171 Placement(s), 42, 62, 85–86, 89, 93–94, 100, 106, 125–126, 134, 179 mobile technology use on, 88 opportunities, 125 remote working, 103 sandwich, 4 WIL, 105, 107, 121, 136, 152, 155, 166, 168, 171–172 WPL, 84 Planning skill, 22 Postsecondary (PSE) education, 4, 20 career and WIL programs, 21, 26 curricular outcomes in 21st century, 27–31 curriculum, 20–21, 27 focus of, 26 internationalization in, 130 learners, 23 study of applied or professional areas, 30 Postsecondary educators, 20 Problem-based learning, 36, 37, 39, 40, 41, 46, 47 Professional agency affordances of structure and cultures, 151 definition of, 153 deliberate and reflective decisions of individual, 151–152 Professional BA, 58 Professional education, 47, 48, 84, 164 Professional ethics, 154, 155, 156 Professional experience year (PEY) program, 78 Professional identity formation within accounting and financial planning professionals, 148 characteristics of, 149 concepts of, 149 continually evolving process, 149 definitional debates, 149 definition of, 147, 149 emergent, 150 product of professional socialization, 148 professional workplace, 148 structuring curriculum, 152–154 work-identity or practice-identity, 148–149 Professionalism, 108, 146–149, 192, 194 Profession-ready graduates, 147, 154–156 Professions-based programs, 52, 59, 61 Progression, 21, 43–44 Psychological, 178–180, 182–183, 185–187 Reflection, 24, 28, 29, 88, 101, 107, 108, 133, 155 Reflection-on-action, 155 Reich, Robert, 78–79 Remote working, 99 benefits of, 108 challenges of, 108–109 face-to-face communication, complications and disadvantages of, 109–110 Research assistantships, 4 Research experience, 60 Research-intensive universities, 117 Risk-taking, 70 School-based education, 42, 44–47 School-based knowledge, 38 School belongingness, 179, 182 School-to-work transition(s), 23, 108, 177–187 Secondary outcome WIL program, 9, 12–13 Secretary Commission on Achieving Necessary Skills (SCANS), 73–74, 79 Sector Education and Training Authorities (SETAs), South Africa, 116, 118, 124–125 Self-confidence, 100, 181, 186 Self-directed, 23 individuals, 24 learner, 24, 27, 93 learning, 45 skills, 84 people, 23 worker, 23–24 Self-directedness, 104 Self-direction, 20, 22–23, 27, 30–32 development of capacity for, 23–26 Self-efficacy, 132, 186 Self-knowledge, 123 Self-management, 23 Self-regulated, 24, 26, 47 Sense of belonging, notion of, 181–187 Sexual minority, 183, 185 Simon Fraser University’s Bridging Online Co-operative Education preparatory curriculum, 30 Skill(s), 21–22, 27, 31, 58, 192 analytical, 22, 30 development, 101, 105, 108, 123 discipline-specific, 26, 58 explicit acknowledgement of, 25 gap, 22–23, 74 industry-specific, 102 need to explicit to learner, 24 problem-solving, 22, 109, 184 requirement, 20–21, 125 transferable, 22–23, 25, 30, 31 working, 37 Social interaction, 154–155 Social media marketing, 107 platforms, 100, 104 use of, 100–101 Social networks, 93, 102, 103, 105, 106 Social support to mental health students, 181, 183–184 Soft skills, 102, 107 South Africa (SA) decolonization of curriculum, 119–121 unemployment in impact on HEIs, 116 National Development Plan (NDP) strategy for, 116 rate in, 116 work-integrated learning in colleges and employers, relationship between, 118 Council on Higher Education (White Paper), 118 development stages, 117 students enrolled in higher education, 117 universities, challenges faced by, 118–119 South African Qualification Authority (SAQA), 124 SPOC, e-learning platform, 102 State-regulated education, 47 Stress, 47, 179–187 Structured Learning Report (SLR), 38 Student agency, role in WIL spaces creation, 168–170 visual representations use to enhance, 170–174 Student confidence, 167 Student disposition, 170 shaping of WIL experiences, 166–168, 174 Student-generated photographs, 172–173 Student resources, 91, 94 Suicide, suicidal, suicidality, 178, 179, 182 System thinking, 79 Tacit knowledge, 24 Teaching learners, 22 Teamwork, 27, 31, 74, 100, 102, 122, 146 skills, 22, 24 Technical and Vocational Education and Training (TVET) colleges, South Africa, 118 Technical skills, 53, 146 Technological disruptions, 70, 72–73 Technology deflation, 70 Teleworking, 101 Tertiary education, 4 Time-management skills, 22 Transactional WIL model, 58–59 Transfer capacity development for, 23–26 skills, 20, 22, 23, 31, 110 strategy, importance of, 46 Transformational model of WIL, 60–63 T-shaped professional, concept of, 70, 71, 73–75, 79, 80, 193 Twitter hashtags, 88 Unemployment, 4–5, 116, 120–121, 126, 180 Unethical behaviors, 147, 151, 154 Universities of technology, 117 Universities of Technology, South Africa, 117 University education, 4, 84, 164 University of Queensland, 60 University of Toronto, 78 University of Victoria (UVic), 131, 136 Competency Assessment Module, 133, 138 Co-operative Education Program, 137 CQ-Drive demonstration, 139 intercultural competency development curriculum, 137–138 strategic plan, 134 student support for German student, 139 See also Canada-European Union Co-op (CANEU-COOP) program University of Waterloo (Canada), 10, 133, 135–136 Unpaid work, 5, 12 Virtual interactions, 100, 102 Virtual internships, notion of, 101 Visual representations, role in enhancement of student agency, 170–174 Vocational skills, 55 Volunteer work, 5 Welfare trends, 123 Wellbeing, 11, 166, 167–170, 172, 178–180, 183, 184, 185, 186, 187, 193, 194 Work -based learning, 36, 37, 38, 42, 47 consulting, 5 definition of, 5 entrepreneurial, 5 experiences, 4–15, 30, 42, 47, 48, 56, 58, 60, 62, 63, 100, 117, 118, 119, 123, 126, 131, 138, 154, 155 finders, 20, 22 groups, 7 motivation, 7 new tasks, introduction of, 11 placements, 9, 101, 104, 105, 106, 107, 109, 152, 154, 155, 171, 179 primary activity of lives, 5 readiness, 101, 105–106, 146, 156, 164, 184 -related attitudes, 7 -related knowledge, 37 -specific skills, 37 unpaid or volunteer, 5, 12 world, 21, 100, 101, 104, 106, 110 Work-based learning, 36, 37, 38, 47, 47 case studies in higher vocational education, 42–44 for nurses in higher education, 38–41 Work experience, concept of, 3–4 in Australian BA programs, 62 changing demands of, 75–80 definition of, 5–7 dimensions, 6–7 factors affecting, 7–9, 12 future research, 13–14 interactive measures, 7 and job performance, 6 measurement, 6, 7, 11, 190 model of, 7-10 outcomes of, 9-13 relation to academic program, 11 relevance for WIL, 9-13 See also Work-Integrated Learning (WIL) model/program Work-Integrated Learning (WIL) model/program, 3, 26, 39, 48, 52, 70, 76, 103, 116, 178–179, 192 advantages and benefits of, 6, 119 assumptions, 105–107 in Australian liberal arts programs, 56–58 in career planning and development, 122–125 centrality of, 164 challenges faced by students, 101 characteristics of, 14–15 contribution to career-ready graduates preparation, 164 culturally diverse workplaces, 130 decolonization of curriculum, 120 experiences of students, 154–155 integrated with workplace experiences, 130 job analysis role in, 125–126 mandatory at secondary and postsecondary 4 mental 167, 179, 186, 187 model of work experience for, dimensions of, future research, 13–14 to 5 164 of, 100, 148 students participation in, opportunities to skills for individuals, 100 outcomes, types of, 12 placements, 171 of students for, programs, 59 and 6, 10, 12 spaces, student agency in of, 168–170 supervisors, work placements, 152 26 37, 150 166, 168, 169, 170 spaces, 165 to job loss, 70 experience, 11, 42, 62, 84 165 123 knowledge, 38, 43, 45–46, 47 as learning 165 of, 165 research skills, 60 62, 117 socialization, 76 types of, 42, 62 in WIL, 59 85, 87, 89, 92 students use of 90 explicit work to students, 86 students access to 86 learning 36, 164 academic and in teaching of, 90 advantages of, 84 demands for 37 of formal education, 84 by factors, 37 for, 94 hybrid through mobile technology, 94–95 and learning opportunities, 88 mobile learning in, 87–88 for, placement, professional education, 84 BA, 58 graduate, 117, 164 193, 46 12, 14 Learning, and New and for WIL of Work in Work-Integrated Learning A on and Skills and Transfer Learning in Higher from WIL in Liberal Arts New and of New in the of the or Adaptive WIL Learning in Mobile Technology Capacity Building for Learning The of Digital Communication and New on the and of Individuals in WIL III for World Work-Integrated Learning in Intercultural Competency Development A Strategy for Work-Integrated Learning for the 21st Century Professional and The of Work-Integrated Learning in Agentic Health, Wellbeing, and to Students and Work-Integrated Learning to Mental and and Students Critical WIL in the 21st Century the

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