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The Main Types of Work Integrated Learning Programs, its Key Features, and its Stakeholders’ Responsibilities


The Main Types of Work Integrated Learning Programs, its Key Features, and its Stakeholders’ Responsibilities

Sikender, Fauzia (2022) The Main Types of Work Integrated Learning Programs, its Key Features, and its Stakeholders’ Responsibilities. Masters thesis, Concordia University.

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The Main Types of Work Integrated Learning Programs, its Key Features, and its Stakeholders’ Responsibilities
Fauzia Sikender
Canada’s aging population, rapid technological change, and increase in demand for new labour in the workforce are contributing factors responsible for an increased demand for new workers and enhanced job fit for them (Fields et al., 2017). Prior studies have documented the benefits of work integrated learning, in which students acquire knowledge outside the realm of the traditional classroom to enhance their job readiness skills. However, there is a gap in current literature on the types (nomenclature) of work integrated learning that enhance students’ job fit in different contexts. The purpose of this integrative literature review is to identify the major definitions, key features, and stakeholder responsibilities of different types of work integrated learning. Applying a combination of deductive and inductive methodologies, this study identified 24 articles to answer the research questions. The results suggest that there are four major types of work integrated learning; internships, “a form of experiential education that combines practical realities to students while reinforcing classroom lessons” (Barbarash, 2016, p.21).; cooperative education, “the integration of theory with practice within a purposefully designed curriculum ” (Rowe, 2018, p.144); apprenticeships, “a work placement where the student acquires the knowledge, skills, and behaviours required to be competent in a particular occupation, at the higher and degree level” (Crawford-Lee, 2016, p.324); and practica, “a pedagogical strategy adopted by colleges and universities to help students acquire essential career skills and enhance their career readiness” (Akpan, 2016, p.412). However, there is confusion in the terms since many of the definitions are similar in nature and can be used interchangeably, like internship and cooperative education. Key features of these programs include academic credit, renumeration, self-reflective activities, application of academic knowledge in a work environment, and feedback from supervisors and co-workers. Roles and responsibilities of different stakeholders involved tend to overlap with one another as employers and institutions are responsible for organizing and aligning work assignments respectively to meet the employers’ needs. Major challenges include ensuring there is a good fit between the work placement and the student’s area of study, ensuring student learning is linked to employers’ needs, and ensuring students learn to adapt to real life work experiences. Clarity in the terms and definitions of work placement models by employers, students, and educational institutions would help reduce confusion and enhance students’ job readiness skills.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Sikender, Fauzia
Institution:Concordia University
Degree Name:M.A.
Program:Educational Technology
Date:4 April 2022
Thesis Supervisor(s):Cucinelli, Giuliana and Carliner, Saul
ID Code:990507
Deposited On:16 Jun 2022 15:12
Last Modified:16 Jun 2022 15:12



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