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The Resource Work-Integrated Learning in the 21st Century : Global Perspectives on the Future

Work-Integrated Learning in the 21st Century : Global Perspectives on the Future

Creator
Contributor
Summary
This book explores new questions about the state of work and work readiness for new university and college graduates in the context of work-integrated learning in the 21st century and the role of higher education in preparing students for the challenges of global economic shifts in the labour market
Language
eng
Work
Publication
Extent
1 online resource (243 pages)
Contents
  • Front Cover -- Work-Integrated Learning in the 21st Century: Global Perspectives on the Future -- Copyright Page -- Contents -- List of Contributors -- Foreword -- Acknowledgements -- Introduction -- References -- Part I Learning, Work, and Experience: New Challenges and Projections for WIL -- Toward a Model of Work Experience in Work-Integrated Learning -- Introduction -- Work Experience Defined -- A Model of Work Experience for Work-Integrated Learning -- Research Relevant to the Model -- Future Research on the Model -- Conclusion -- References -- Navigating Continuous Change: A Focus on Self-Direction and Skills and Knowledge Transfer -- Introduction -- Challenge One: The Nonlinearity of the Study to Work Continuum and Perpetuation of the Myth that it is a Linear Relationship -- Challenge Two: The Time-Lag between Changes in Labor Market Knowledge and Skills Requirements and Academic Program/Curricular Responses -- Challenge Three: The Current Expectation that Each Person Will Experience Multiple Career Changes over the Course of a Work Lifetime -- Challenge Four: The Constant, Fast-Paced Labor Market Changes and the Related Need for Lifelong Learning to Ensure Workplace Success -- A Focus on Self-Direction and Skills and Knowledge Transfer -- Developing Capacity for Self-Direction and Transfer -- How PSE Can Do Better? -- Towards 21st Century Curricular Outcomes in PSE -- Conclusion -- References -- Workplace Learning in Higher Education: Two Examples from a Swedish Context -- Introduction -- Theory of Workplace Learning -- Case One: Work-Based Learning for Nurses in Higher Education -- Main Findings for Case One -- Case Two: Learning at Work in Higher Vocational Education -- Main Findings of Case Two -- Discussion -- Conclusion -- References -- WIL in Liberal Arts Programs: New Approaches -- Introduction
  • Liberal Arts in the Contemporary Context -- Liberal Arts in an Evolving Economy -- Liberal Arts in a Neoliberal World -- Liberal Arts in Australia -- WIL in Australian Liberal Arts Programs -- Current WIL Practice: A Transactional Model -- Emergent Model: The Transformational Model -- Conclusion -- References -- Part II Affordances, Impacts, and Challenges of New Technologies -- Flourishing in the Face of Constant Disruption: Cultivating the T-Professional or Adaptive Innovator through WIL -- Introduction -- The Disruption of Employment -- The T-Shaped Professional (Adaptive Innovator) -- Engaging Students in the Sweet Spot: Changing Demands of Work Experience -- Moving Forward -- References -- Learning in Hybrid Spaces: Designing a Mobile Technology Capacity Building Framework for Workplace Learning -- Introduction -- Learning in Hybrid Spaces -- WPL is a Hybrid Space -- mLearning in WPL -- The Project -- Approach -- Key Findings -- Core Themes -- The Mobile Technology Capacity Building Framework for WPL -- Teaching Resources for Academics and WPEs -- A Student Resource: The GPS for WPL -- Enhancing WPL as a Hybrid Space through Mobile Technology -- References -- The Impact of Digital Communication Technologies and New Remote-Working Cultures on the Socialization and Work Readiness of Individuals in WIL Programs -- Introduction -- Digital Technologies, Learning, and WIL -- Challenges of 21st Century Workplaces -- Assumptions about Digital Technology and WIL Students: A French Study -- Learning to Adapt to Virtual Ways of Working: A Canadian Example -- The Remote Working Dilemma -- Conclusion -- References -- Part III Work-Readiness for a Diverse World -- Repositioning Work-Integrated Learning in Diverse Communities -- Introduction -- WIL in South Africa -- Decolonizing the Curriculum -- Preparing Students for WIL
  • WIL in Career Planning and Development -- The Role of Job Analysis in WIL -- Conclusion -- References -- Intercultural Competency Development Curriculum: A Strategy for Internationalizing Work-Integrated Learning for the 21st Century Global Village -- Introduction -- Why Cultural Intelligence? -- The CANEU-COOP Program -- CANEU-COOP Research: Development of Cultural Intelligence -- Rationale for the Intercultural Competency Development Curriculum -- UVic's Intercultural Competency Development Curriculum -- Relating Student Experiences to Intercultural Competency Development -- Implications -- Conclusion -- Acknowledgments -- References -- Professional Identities and Ethics: The Role of Work-Integrated Learning in Developing Agentic Professionals -- The Work-Ready Graduate -- Emerging Professional Identities -- The Agentic Professional -- Structuring Professional Identity Development in the Curriculum -- Work-Ready or Profession-Ready -- References -- Part IV Health, Wellbeing, and Pathways to Success -- Driving Change: Students Shaping and Reshaping Work-Integrated Learning Spaces -- Introduction -- Student Disposition Shapes Work-Integrated Learning Experiences -- Student Agency in the Creation of Work-Integrated Learning Spaces -- Using Visual Representations to Enhance Student Agency in the Creation of Work-Integrated Learning Experiences -- Conclusion -- References -- Pathways to Mental Health and Wellbeing: Understanding and Supporting Students during Critical School-to-Work Transitions -- Introduction -- The Mental Health Crisis on Campus -- Mental Health Solutions and Protective Factors -- Sense of Belonging -- Social Support -- Work-Integrated Learning -- Pathways to Success -- Conclusion -- References -- Conclusion - Moving Forward: WIL in the 21st Century -- References -- About the Authors -- Index
Isbn
9781787148598
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4908224
Instance
Label
Work-Integrated Learning in the 21st Century : Global Perspectives on the Future
Title
Work-Integrated Learning in the 21st Century
Title remainder
Global Perspectives on the Future
Creator
Contributor
Subject
Language
eng
Summary
This book explores new questions about the state of work and work readiness for new university and college graduates in the context of work-integrated learning in the 21st century and the role of higher education in preparing students for the challenges of global economic shifts in the labour market
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
International Perspectives on Education and Society
Series volume
v.32
Work-Integrated Learning in the 21st Century : Global Perspectives on the Future
Label
Work-Integrated Learning in the 21st Century : Global Perspectives on the Future
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4908224
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Front Cover -- Work-Integrated Learning in the 21st Century: Global Perspectives on the Future -- Copyright Page -- Contents -- List of Contributors -- Foreword -- Acknowledgements -- Introduction -- References -- Part I Learning, Work, and Experience: New Challenges and Projections for WIL -- Toward a Model of Work Experience in Work-Integrated Learning -- Introduction -- Work Experience Defined -- A Model of Work Experience for Work-Integrated Learning -- Research Relevant to the Model -- Future Research on the Model -- Conclusion -- References -- Navigating Continuous Change: A Focus on Self-Direction and Skills and Knowledge Transfer -- Introduction -- Challenge One: The Nonlinearity of the Study to Work Continuum and Perpetuation of the Myth that it is a Linear Relationship -- Challenge Two: The Time-Lag between Changes in Labor Market Knowledge and Skills Requirements and Academic Program/Curricular Responses -- Challenge Three: The Current Expectation that Each Person Will Experience Multiple Career Changes over the Course of a Work Lifetime -- Challenge Four: The Constant, Fast-Paced Labor Market Changes and the Related Need for Lifelong Learning to Ensure Workplace Success -- A Focus on Self-Direction and Skills and Knowledge Transfer -- Developing Capacity for Self-Direction and Transfer -- How PSE Can Do Better? -- Towards 21st Century Curricular Outcomes in PSE -- Conclusion -- References -- Workplace Learning in Higher Education: Two Examples from a Swedish Context -- Introduction -- Theory of Workplace Learning -- Case One: Work-Based Learning for Nurses in Higher Education -- Main Findings for Case One -- Case Two: Learning at Work in Higher Vocational Education -- Main Findings of Case Two -- Discussion -- Conclusion -- References -- WIL in Liberal Arts Programs: New Approaches -- Introduction
  • Liberal Arts in the Contemporary Context -- Liberal Arts in an Evolving Economy -- Liberal Arts in a Neoliberal World -- Liberal Arts in Australia -- WIL in Australian Liberal Arts Programs -- Current WIL Practice: A Transactional Model -- Emergent Model: The Transformational Model -- Conclusion -- References -- Part II Affordances, Impacts, and Challenges of New Technologies -- Flourishing in the Face of Constant Disruption: Cultivating the T-Professional or Adaptive Innovator through WIL -- Introduction -- The Disruption of Employment -- The T-Shaped Professional (Adaptive Innovator) -- Engaging Students in the Sweet Spot: Changing Demands of Work Experience -- Moving Forward -- References -- Learning in Hybrid Spaces: Designing a Mobile Technology Capacity Building Framework for Workplace Learning -- Introduction -- Learning in Hybrid Spaces -- WPL is a Hybrid Space -- mLearning in WPL -- The Project -- Approach -- Key Findings -- Core Themes -- The Mobile Technology Capacity Building Framework for WPL -- Teaching Resources for Academics and WPEs -- A Student Resource: The GPS for WPL -- Enhancing WPL as a Hybrid Space through Mobile Technology -- References -- The Impact of Digital Communication Technologies and New Remote-Working Cultures on the Socialization and Work Readiness of Individuals in WIL Programs -- Introduction -- Digital Technologies, Learning, and WIL -- Challenges of 21st Century Workplaces -- Assumptions about Digital Technology and WIL Students: A French Study -- Learning to Adapt to Virtual Ways of Working: A Canadian Example -- The Remote Working Dilemma -- Conclusion -- References -- Part III Work-Readiness for a Diverse World -- Repositioning Work-Integrated Learning in Diverse Communities -- Introduction -- WIL in South Africa -- Decolonizing the Curriculum -- Preparing Students for WIL
  • WIL in Career Planning and Development -- The Role of Job Analysis in WIL -- Conclusion -- References -- Intercultural Competency Development Curriculum: A Strategy for Internationalizing Work-Integrated Learning for the 21st Century Global Village -- Introduction -- Why Cultural Intelligence? -- The CANEU-COOP Program -- CANEU-COOP Research: Development of Cultural Intelligence -- Rationale for the Intercultural Competency Development Curriculum -- UVic's Intercultural Competency Development Curriculum -- Relating Student Experiences to Intercultural Competency Development -- Implications -- Conclusion -- Acknowledgments -- References -- Professional Identities and Ethics: The Role of Work-Integrated Learning in Developing Agentic Professionals -- The Work-Ready Graduate -- Emerging Professional Identities -- The Agentic Professional -- Structuring Professional Identity Development in the Curriculum -- Work-Ready or Profession-Ready -- References -- Part IV Health, Wellbeing, and Pathways to Success -- Driving Change: Students Shaping and Reshaping Work-Integrated Learning Spaces -- Introduction -- Student Disposition Shapes Work-Integrated Learning Experiences -- Student Agency in the Creation of Work-Integrated Learning Spaces -- Using Visual Representations to Enhance Student Agency in the Creation of Work-Integrated Learning Experiences -- Conclusion -- References -- Pathways to Mental Health and Wellbeing: Understanding and Supporting Students during Critical School-to-Work Transitions -- Introduction -- The Mental Health Crisis on Campus -- Mental Health Solutions and Protective Factors -- Sense of Belonging -- Social Support -- Work-Integrated Learning -- Pathways to Success -- Conclusion -- References -- Conclusion - Moving Forward: WIL in the 21st Century -- References -- About the Authors -- Index
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{'f': 'http://opac.lib.rpi.edu/record=b4415321'}
Extent
1 online resource (243 pages)
Form of item
online
Isbn
9781787148598
Media category
computer
Media MARC source
rdamedia
Media type code
c
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unknown sound
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remote

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