The Power of WIL: Advancing Work-Integrated Learning in Discipline-Based Higher Education Programs
DOI:
https://doi.org/10.5324/njsteme.v9i3.6378Keywords:
Work-Integrated Learning, Higher Education, Discipline-Based Programs, Curriculum Design, Internship StakeholdersAbstract
Profession-oriented and discipline-based higher education programs differ significantly in implementing work-integrated learning (WIL). Discipline-based programs in fields like mathematics, biological and social sciences have only recently begun to integrate WIL and often lack comprehensive development. This umbrella review examines pedagogical strategies and key stages for advancing WIL in discipline-based curricula. Systematic searches across several databases yielded 1,651 abstracts published January 2000 to November 2023. These were screened, focusing on WIL in discipline-based programs. An in-depth review and thematic analysis of 11 selected reviews revealed an underrepresentation of discipline-based programs in WIL literature. Themes include curriculum design, assessment, learning outcomes, employability, satisfaction, internship stakeholders, international placements, and Indigenous students. The findings address barriers and promotors to WIL and can be used to support educators, practitioners, leaders, and researchers in enhancing WIL. Specifically, WIL should be integrated, relevant, and authentic, and it should involve all stakeholders, focus on pedagogics through constructive alignment, and emphasize learning as crucial for success.
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Copyright (c) 2025 Monica Alterskjær Sundset, Ragnhild Sandvoll, Torstein Låg
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