Work-Integrated Learning – A Multifaceted Learning Phenomenon
17 Sep 2024
Work-Integrated Learning is a phenomenon that has received much attention in educational research. But what does it really mean? And why is the concept so often misunderstood?
Senior lecturers Sara Willermark and Ville Björck conduct research in social sciences and Work-Integrated Learning at the University West. The university also offers a unique doctoral education in Work-Integrated Learning.
They have recently published a new research article that clarifies what the often misunderstood phenomenon of work-integrated learning (WIL) actually entails.
Ville Björck
Sara Willermark
In what way do you believe the concept of WIL can be misunderstood?
- We believe that there is a problem with how WIL as a term is often used very narrowly, where it only concerns describing WIL as a phenomenon that students encounter during their education through various connections to the workforce, says Sara.
- The term WIL is misunderstood in two ways related to how the term is usually used. The first misunderstanding is that WIL is an educational approach that involves integrating work experiences into students' education. Here, WIL is confused with work-integrated education (WIE). WIE is the educational approach, while WIL in this context is the learning that students are supposed to gain and experience through WIE. The second misunderstanding is that WIL is solely an educational phenomenon. WIL is a form of learning that has multiple dimensions in terms of where and how WIL occurs and is experienced. It is not only students who experience WIL in various ways and contexts, but professionals do so as well! says Ville.
Why is your research on the subject important?
- Because the standard definition of WIL as an educational approach in research gives a misleading picture of WIL and thereby does not make visible what WIL is, namely a multidimensional learning phenomenon. Our article explains and exemplifies why WIL is multidimensional as a learning phenomenon, says Ville.
In your research, you have identified three phenomena that complicate the general understanding of WIL. Can you tell us more about these phenomena?
- Absolutely. "WIL-avoidance" is used to describe research that addresses professional learning in and through work but still does not use the WIL concept. This could involve, for example, studying competency development initiatives in the workplace or learning that occurs through collaboration between different professional groups and actors but does not include students. Often, terms like professional learning or organizational transformation are used instead. This means we miss research where work and learning are integrated.
“WIL-washing” refers to cases where the WIL term only appears, for example, in the article's keywords or in a title but is then not addressed. This simplified use gives the impression that the study deals with WIL without actually doing so. WIL then risks losing its meaning.
"WIL-ambiguity” is used to describe when the WIL concept is used in an unclear or vague way, creating uncertainty about what is meant, explains Sara.
If you could choose one target audience that should read your research article, who would that be and why?
- It’s hard to choose, of course. But I hope the article reaches other researchers who are interested in the integration of learning and work, says Sara.
- Yes, that was difficult! I would say university and college employees whose work involves designing programs and courses for students to gain WIL, says Ville.