The New and Current Work Integrated Learning (WIL) definitions are listed below.

 Upon review your comments and questions are appreciated.  Please send to Muriel Klemetski, [email protected]

New Work Integrated Learning Definition:

Work-integrated learning (WIL) is a form of curricular experiential education that formally integrates a student’s academic studies with quality1 experiences within a workplace or practice setting. WIL experiences include an engaged partnership of at least: an academic institution, a host organization, and a student. WIL can occur at the course or program level and includes the development of student learning objectives and outcomes related to: employability2, personal agency3 & 4, knowledge and skill mobility5 and life-long learning6.

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1 McRae, N., Pretti, J. & Church, D. (2018).  Work-Integrated Learning Quality Framework, AAA

2 World Economic Forum (2018). Future of Jobs. Retrieved November 2020 http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf

 3 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral chance. Psychological Review, 84, 191-215.

4McRae, N. (2015). Exploring Conditions for Transformative Learning in Work-Integrated Education. Asia-Pacific Journal of Cooperative Education Vol.16: 137 - 144

5 Johnston, N. (2017). Navigating Continuous Change: A Focus on Self-Direction and Skills and Knowledge Transfer. In Work-Integrated Learning in the 21st Century (Vol. 32, pp. 19–33).

6 Terms coined by Leslie Watkins. Guthrie, J. W. (2003). Lifelong learning. Encyclopedia of Education, James W. Guthrie, editor in chief. (2nd ed.). Macmillan Reference USA.

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 Current WIL Definition:

Work-integrated learning is a model and process of curricular experiential education which formally and intentionally integrates a student’s academic studies within a workplace or practice setting. WIL experiences include an engaged partnership of at least: an academic institution, a host organization and a student. WIL can occur at the course or program level and includes the development of learning outcomes related to employability, personal agency and life-long learning.

 

New WIL Definition: FAQs

Q1:  Why update the definition?

A1:     As CAFCE transitioned to CEWIL and broadened its mandate, a new definition for WIL was proposed with the intention to keep it under review as the association developed greater clarity as informed by research and practice within the WIL space.  There has been much research conducted over the past many years in the field of WIL and this work has contributed to the ongoing development and improvements in the WIL field and subsequent modification of the WIL definition.

As CEWIL has embarked on several WIL projects and is considered as an expert in the field of WIL, we benefit from providing the most up to date definition for all of our stakeholders. 

Note: The broadened mandate of CEWIL resulted in the formation of the Quality Assurance Council, which includes the Quality Improvement Council (QIC) and the Accreditation Council. The QIC is focused on quality assurance, improvement and enhancements to WIL, and the QIC council is comprised of members with extensive WIL expertise, leadership and research experiences.

 

Q2: Why the changes in the opening sentence?

Current: Work-integrated learning is a model and process of curricular experiential education

New: Work-integrated learning (WIL) is a form of curricular experiential education.

A2:

We shifted away from describing WIL as a model because WIL is comprised of many models and types of educational approaches. Additionally it was deemed helpful in situating WIL as a subset of curricular Experiential Education (EE).

 

Q3. Why the changes to these sections?

Current:   which formally and intentionally integrates a student’s academic studies within a workplace or practice setting

New:  that formally integrates a student’s academic studies with quality experiences within a workplace or practice setting

A3:

The modifications place emphasis on the importance of quality WIL experiences and the recent publication of the Work Integrated Learning Framework, AAA (McRae, Pretti, & Church, 2018). Further, the modifications in the definition highlight the foundation of intentionality in the development of WIL, wherein the focus is the design and assessment of learning outcomes.

 

 Q4: Why the changes to these sections?

Current: WIL can occur at the course or program level and includes the development of learning outcomes related to employability, personal agency and life-long learning.

New:  WIL can occur at the course or program level and includes the development of student learning objectives and outcomes related to: employability, personal agency, knowledge and skill mobility and life-long learning.

 

A4:

By adding the term knowledge and skill mobility, we recognize the contemporary scholarship and research findings in the field of WIL that underscore the importance of skills transfer, transfer of learning, and knowledge and skill mobility in a quickly evolving world of work. The language is also reflective of current standard practices in WIL.

 

Q5: A question was raised as to why 'curricular' has been added into the new WIL definition?

Current: Work-integrated learning is a model and process of curricular experiential education which formally and intentionally integrates a student’s academic studies within a workplace or practice setting.

New: Work-integrated learning (WIL) is a form of curricular experiential education that formally integrates a student’s academic studies with quality1 experiences within a workplace or practice setting.

A5:

Curricular has not been added and this is not a change from the past definition. Historically, WIL curricular programming has always been intended to ensure a quality opportunity for our learners (students). 

Curricular as it relates to Work Integrated Learning means that the institution (i.e.. your WIL or Co-op program) provides an active intentional educational role in the design and assessment of the WIL opportunity.

Curricular WIL from a CEWIL perspective verifies that it is a formal activity involving instruction (preparatory, during and/or post) and evaluation.  The work term within a WIL opportunity is a direct part of the learning experience.

Curricular WIL may provide academic integral or additive credit, may be Pass/Fail grade, provide 0 credit, and/or may be part of a program, course, certificate or other institutional offering. This is an institutional decision and choice as to how the WIL program/course fits into their academic planning.

 

Questions or comments?  Send to Muriel Klemetski, Chair, CEWIL QIC

[email protected]