Document Type
Article
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Disciplines
Adult and Continuing Education | Higher Education | University Extension | Vocational Education
Abstract
This study contributes a perspective on work-integrated learning (WIL) through the lens of South-North collaboration. The research question was: How might sharing experiences of WIL in different contexts enhance WIL practice in a local context? The purposive sample of twelve case studies; South Africa (n=6) and Ireland (n=6), represented business, engineering, biopharma and health sciences disciplines. Activity theory was drawn on to analyze data on program content, mechanisms and processes, and outcomes and challenges across the case studies. Key findings include: student support requirements, curricular modalities and assessment practices, levels at which WIL is offered, resourcing for WIL and understandings of WIL as enhancing students’ employability and as a societal contribution. The data revealed similarities and differences in WIL practices within and across the two countries. Partners developed insights into their own and one another’s practices, showing the potential of international collaboration to enhance learning and practice in local contexts.
Recommended Citation
Winberg, C, Finn, F, Sheridan, I, Engel-Hills, P, Jacobs, H, and Kent, E. "Enhancing Work-integrated Learning Through South-North Collaboration: A Comparative Contextual Analysis". International Journal of Work-Integrated Learning Vol 23, pp. 463-479, 2022. Available at https://www.ijwil.org/files/IJWIL_23_4_463_479.pdf
Included in
Adult and Continuing Education Commons, University Extension Commons, Vocational Education Commons
Publication Details
Published International Journal of Work-Integrated Learning Vol 23, in 2022.