Professional development needs of the international work-integrated learning community


Zegwaard, K. E., Johansson, K., Kay, J., McRae, N., Ferns, S., & Hoskyn, K. (2019). Professional development needs of the international work-integrated learning community. International Journal of Work-Integrated Learning, 20(2), 201-217.


Judie Kay at RMIT University Karsten E. Zegwaard at University of Waikato Katharine Hoskyn at Auckland University of Technology Kristina Johansson at University West Norah McRae at University of Waterloo Sonia Ferns at Curtin University


lifelong learning Professional Development employability empowering WIL professionals

Related Institutions

Auckland University of Technology / Auckland / New Zealand Curtin University / Bentley / Australia RMIT University / Melbourne / Australia University of Waikato / Hamilton / New Zealand University of Waterloo / Waterloo / Canada University West / Trollhattan / Sweden


Many governments are expecting higher education institutions to make strong links between the educational offerings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, work-integrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

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