Papers Accepted from Colleagues in the Following Countries:

Australia Canada China France Germany Hong Kong India Ireland Japan Malaysia Namibia New Zealand Norway South Africa Sweden Thailand United Kingdom United States

Accepted Presentations

We are delighted to present a list of the following accepted presentations:

• Masks to perform and masks to protect: When the performance of professionalism extends to reflection

• "Scaffolding for learning and establishing a professional identity: Nursing students’ experiences of a student-centered supervision model."
• Strengthening partnerships for the sustainable knowledge society: A systematic literature review of challenges  for industry supervisors in WIL
• Process-oriented group supervision – how does it support newly graduated nurses’ learning?
• Multi-level impacts of international mobility co-op programs on WIL stakeholders: An action-research
• Work-Integrated Life-Long Learning: A Catalyst for Individual and Regional Development? A qualitative study of perceived benefits and challenges
• Bridging transmedia learning and work-integrated learning, a public relations case study
• The gap analysis of pre-post English competency improvement among cooperative education students in the Eastern Economic Corridor (EEC) workplaces
• Development of competency in the teaching practicum: An empirical study using PLS-SEM
• A theory of change model to improve work-integrated learning third space experiences: A duo-auto-ethnography study
• Reducing the gap between theoretical and practical learning by means of complex simulation scenarios in health sciences
• A Work-intjjaneegrated Learning Trajectory: Pre-degree to Postgraduate Marketing Programs
• A photovoice study on individual agency and contextual determinants of career adaptability among emerging adults: Perspectives for work-integrated learning from Ethiopia.
• Many similarities, some differences: An international exploration of students’ conceptions of quality WIL
• Globally competent graduate - what exactly do you mean?
• Delivering Equitable Work-Integrated Learning Education: Lessons from Three Continents
• Degree Apprenticeship Learner Perspectives Based on Demographic Lenses
• Ready, Set, Go?: Addressing the issue of institutional readiness to deliver degree apprenticeships in New Zealand
• Is our research aligned with the sustainable knowledge society concept? A thematic analysis of the International Journal of Work-Integrated Learning 2018 to 2023
• The impact an engineering degree apprenticeship in New Zealand has had on industry and the institution delivering the programme.
• Reflective Pedagogy and Perceptions of Self-Efficay Amongst Co-operative Education students
• An Altered Deal? Examining trends and industry perspectives of post-COVID higher education internships.
• Supporting Student Wellbeing: Reflective Questions for Host Organizations
• Evaluating the Influence of the 'Collaborating with Differences' Module on Enhancing Group Work and Communication in WIL
• Breaking disciplinary silos: Enhancing Work Integrated Learning with Design Literacy
• Using WIL to explore knolwedge transfer involving artificial intelligence (AI)
• Student Perceptions of Paid versus Unpaid Work Placements: A Comparative Analysis
• A transformative journey: Exploring stress and learning during the Co-op job search and application process
• Industry internships as an arena for career exploration
• Work-integrated learning at University West: Bibliographic review of the first twenty years with WIL
• A Comparative Study of the Soft Skills of Cooperative and Non-cooperative Education Students
• Future Skills for Future Teachers: A Framework for Guiding Learners at the Workplace in Times of Digital Transformation
• Exploring career paths using the principles of Work-integrated learning (WIL) during the PhD journey
• Bridging the Gap: Addressing Barriers with a Flexible WIL Course
• Co-production between university-industry: Quality assurance of academic internal processes towards a new educational model
• Activity Theory as a tool for reimagining WIL: Conducting contradiction analysis
• Work-Integrated Learning in Environmental Health – A South African Perspective
• When does it start? The gender gap and the university-work transition
• Optimizing Internship Program Evaluation through Data-Driven Analysis: A Continuation Study
• Transforming Practice: A study in health professions education
• A “fun through research” model: A group-based auto-ethnographical study
• A Deductive Analysis of Work-Integrated Learning in Published Healthcare Research: A Pilot Study
• SDGs at Work: Student and Employer Perceptions of Impact on Sustainability through Co-op/WIL 
• The value of case studies for work-integrated learning research: Process and outcomes
• A sustainable quality work-integrated learning model (SQWIL) for continuous improvement
• Influence of WIL Initiative on Digital Skills Sustainability for Youth Employability: A Case of South African Underserved Community
• Clinical placements in health professional education in New Zealand: Let’s look beyond the number of hours
• Building the Habit of Life-Long Learning Using an Innovative Work-Integrated Learning Model – An Indian Case
• Towards the creation of a work-integrated learning (WIL) Course-Design Template