About the Authors

Nicholas Bohn is a master’s student in counseling psychology at McGill University, Canada. He completed his BA in Honor’s Psychology and Peace and Conflict Studies at the University of Waterloo (UW), Canada. While completing his BA, he was a research assistant in the Mental Health and School-Work Transitions Research Lab at St. Jerome’s University/University of Waterloo and involved in several research projects examining mental health, school-to-work transitions, and the outcomes of participation in work-integrated learning programs.

Tracey Bowen is Assistant Professor, Teaching Stream in the Institute of Communication, Culture, Information, and Technology at the University of Toronto Mississauga, Canada. Her research focuses on examining students’ transition between academic life and industry contexts in terms of the personal, professional, and intellectual shifts they experience, and how they articulate the challenges of that transition through critical reflective writing. This research also probes students’ perceptions of what it means to be a professional and how they self-manage their behaviors in order to be seen and accepted as a new professional when entering the workforce. This work has been published in Studies in Higher Education and Higher Education Research and Development. She is also a member of the World Association for Cooperative and Work-Integrated Education-International Research Group (WACE-IRG).

Roelien Brink is a Senior Lecturer in the Department of Applied Information Systems, University of Johannesburg, South Africa. She is the editor of the African Journal for Work-Based Learning, a board member of Southern African Society for Cooperative Education (SASCE), and Vice Chair, representing Africa, for the World Association for Cooperative and Work-Integrated Education-International Research Group (WACE-IRG). She also serves as an international reviewer for the WACE International Research Symposiums and World Conferences. Her research interests focus on work-integrated learning and the management of information thereof. She regularly contributes to national and international conferences and publishes research findings in accredited scholarly journals.

Matthew Campbell is the Principal Research Officer with the Queensland Curriculum and Assessment Authority, and Adjunct Lecturer in work-integrated learning at Griffith University, Australia. His research interests are in workplace learning and identity, and professional practice and ethical decision making. Recently, he was part of an Australian Government Office of Learning and Teaching project exploring access and equity in work-integrated learning. He has previously been an executive member of the Australian Collaborative Education Network (ACEN) and the New Zealand Association of Cooperative Education (NZACE). He is a member of the Asia Pacific Journal of Cooperative Education (APJCE) editorial board.

Maureen T. B. Drysdale is an Associate Professor of Psychology, St. Jerome’s University, and Cross-Appointed Professor, Applied Health Studies – School of Public Health and Health Systems, University of Waterloo, Canada. Her research examines how learner differences, psychological constructs, peer support, sense of belonging, mental health, and overall wellbeing impact school-to-work transitions and success in the labour market. Her work has been presented at numerous conferences and published in several academic journals and books. She is the Founding Executive Chair for the World Association for Cooperative and Work-Integrated Education-International Research Group (WACE-IRG), a member of the WACE Board of Governors, and the recipient of three prominent research awards for outstanding and distinguished research in CWIE (CEIA – Ralph Tyler Award, CEIA – James Wilson Award, CAFCE – Graham Branton Award).

Deanne Gannaway is a researcher and teacher at the University of Queensland in Brisbane, Australia. Her research focuses on understanding the role of liberal arts in the current social and economic context. She has conducted a number of large-scale national research projects investigating the contemporary Bachelor of Arts (BA) and is regularly invited to review BA curricula and to work with BA curriculum renewal teams. As an Australian Learning and Teaching Fellow, she is currently conducting a year-long program of activities connecting students, teachers, and academic leaders of liberal arts disciplines to re-imagine the future of the Australian BA.

Phil Gardner serves as the Director of the Collegiate Employment Research Institute and Executive Director of the Career Services Network at Michigan State University, USA. His research focuses on the transition from college to work, early work socialization and career success, national college labor markets, and the influence of WIL programs on student professional development. His work has been recognized by CEIA, WACE, and other associations affiliated with WIL. He enjoys mentoring young professionals who are eager to engage in research on WIL and student success. Dr. Gardner received his BA from Whitman College and his MS and PhD from Michigan State University.

Peter Goodyear is Professor of Education at the University of Sydney, Australia. He is an Australian Learning and Teaching Fellow and an Australian Research Council Laureate Fellow. He was founding co-director of Sydney’s Centre for Research on Learning and Innovation (CRLI). His research focuses on methods for the analysis and design of complex learning environments, and professional education and the nature of professional knowledge. He has published 11 books and 130 journal articles and book chapters. His latest books are: Epistemic fluency and professional education (2017, with Lina Markauskaite) and Place-based spaces for networked learning (2017, with Lucila Carvalho and Maarten de Laat).

Jan Gustafsson is Associate Professor and Research Fellow in Childhood, Youth, Culture, and Learning (CYCL) and Early Childhood Education at the Department of Education, Communication, and Learning, University of Gothenburg, Sweden. His main research interest is in policy studies. He has specialized in using ethnography and critical discourse analysis in his research.

Nancy Johnston is the Vice Provost, Students and International, Pro Tem at Simon Fraser University, Canada. She also holds an associate professorship in the Faculty of Education teaching in the areas of experiential and work integrated learning. She is a member of the World Association for Co-operative and Work-Integrated Education (WACE) Board of Governors, a faculty member at the WACE Institute of High Impact Experiential Learning, and a founding member of the Canadian Association for Co-operative Education and BC Co-operative Education Research Committees. She is the recipient of several awards for work-integrated learning curriculum design and leadership.

Patricia Linn earned her Ph.D. in developmental psychology from the University of Kansas. Following 6 years as a full-time researcher, she joined the psychology faculty at Antioch College, USA. In 1999, she was named J. D. Dawson Chair of Cooperative Education. She was Project Director for a lifespan study of cooperative education at Antioch College. She won the Ralph W. Tyler Award for Outstanding Research in Cooperative Education and the James Wilson Award for Outstanding Contributions to Research. In 2005, she was appointed Chair of the doctoral program in clinical psychology at Antioch University, Seattle, and is now retired.

Susie Macfarlane is a Senior Lecturer managing a Learning Design and Interactive Media team at Deakin University, Australia. She is interested in the role of networked learning, intrinsic motivation and emergence in fostering student learning, organisational change and staff capability building in universities. Her research explores the intersections between higher education, technology, psychology, and health. She has published over 20 articles and book chapters. She is currently undertaking a PhD at Deakin University’s Centre for Research in Assessment and Digital Learning.

Lina Markauskaite is an Associate Professor in the Centre for Research on Learning and Innovation, University of Sydney, Australia. She has been carrying out studies in the areas of technology-enhanced learning, professional knowledge, and methodological innovation since the mid-1990s. Her recent work includes books Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge (2017, co-authored with Peter Goodyear), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research (2011, co-edited with Peter Freebody and Jude Irwin), and a special issue e-Research for Education: Applied, Methodological and Critical Perspectives (2014, BJET, coedited with Peter Reimann).

Margaret L. McBeath is a doctoral student in the School of Public Health and Health Systems at the University of Waterloo where she is examining interventions that aim to improve mental health outcomes for emerging adults. She is interested in issues related to psychological and health outcomes of university students and has been involved in numerous research projects examining sense of belonging, peer support, and social media use and how these influence mental health and overall well-being. Her research has contributed to a greater understanding of the psychological outcomes for students who participate in WIL programs, specifically related to tacit knowledge, self-efficacy, and self-concept.

Celina McEwen is an independent researcher. Her research spans the fields of professional, higher, and community education, with a particular interest in the construction of practices and professional identities and the academization of emerging professions as well as e-leaning, intercultural learning, and creativity. She has over 15 years of experience as a researcher and lecturer in Australia and France. She has worked at The Education For Practice Institute (Charles Sturt University), the Institut de Langues et des Etudes Internationales (Université de Versailles Saint-Quentin-en-Yvelines, France), the Griffith Institute for Higher Education (Griffith University), and the Centre for Popular Education (University of Technology, Sydney).

Norah McRae is Executive Director of Co-operative Education Program and Career Services and Director of the Office of Community-University Engagement at University of Victoria, Canada. Her involvement in co-operative and work-integrated education spans over 20 years. She has led strategic program development and research on student engagement, community-engaged learning, and intercultural competency development. In 2016 she received the CAFCE Albert S. Barber award for outstanding contributions to co-operative education in Canada. She has published in the International Handbook for Co-operative and Work-Integrated Education, the Asia-Pacific Journal for Co-operative Education, and The World is my Classroom: International Learning and Canadian Higher Education.

Narelle Patton is a Senior Lecturer in the Division of Student Learning at Charles Sturt University, Australia. Her experience in professional and practice-based education both in university and workplace contexts includes work as a clinical educator, workplace learning co-ordinator, lecturer and physiotherapy program lead, and academic advisor around practice-based education pedagogy and the embedding of graduate learning outcomes in course curricula. Her research includes professional practice capabilities including qualities and dispositions alongside technical and cognitive skills, practice-based education, workplace learning, and development of professional practice capabilities. She uses hermeneutics, visual methodologies, and creative research and teaching to develop new understandings.

Antoine Pennaforte is an Assistant Professor in Management Sciences at Conservatoire National des Arts et Métiers (Cnam), Laboratoire Interdisciplinaire pour la Sociologie Economiques (CNRS UMR3320), France. He is also a Research Associate at the Waterloo Centre for the Advancement of Cooperative Education, at the University of Waterloo, Canada. He conducts research on work-integrated learning and organizational behaviors. He manages the HRM Bachelor at Cnam. He has published several books and chapters about HRM and work-integrated learning.

Carver Pop is the Acting Director for the Centre for Community Engagement and Work Integrated Learning, Cape Peninsula University of Technology, South Africa. He is currently president of the Southern African Society for Cooperative Education, a board member of the World Association for Cooperative and Work-Integrated Education, and Director of Commercial Advancement Training Scheme. He was the founding Director of the Centre for Cooperative Education, Namibia University of Science and Technology and served as Deputy Chair of the Namibia Core working group for Cooperative Education. His research focuses on leadership, mentorship, cooperative education, and graduate attributes.

T. Judene Pretti is Director of the Centre for the Advancement of Co-operative Education (WatCACE), University of Waterloo, Canada. She has led a number of research projects in her role, and most recently has been examining the factors affecting the quality of the work term experience from the students’ and supervisors’ perspectives. She is actively engaged in work-integrated learning, as the chair of the research committee for the Canadian Association of Co-operative Education (CAFCE), and internationally, as a member of the International Research Group for the World Association for Cooperative and Work-Integrated Education (WACE).

Karima Ramji is Manager of International Programs – Co-operative Education Program and Career Services, University of Victoria, Canada. She leads the internationalization of Co-op and Career programs through development of international partnerships that create WIL opportunities for students, support systems for international students, and an intercultural competency curriculum for students and staff. In 2016 she received the BCCIE Award for Outstanding Program in International Education for UVic’s CANEU-COOP program. She has co-published in the Asia Pacific Journal for Co-operative Education, the International Handbook for Co-operative and Work-Integrated Education and the Refereed proceedings of the 2nd International Research Symposium on Co-operative and work-integrated education.

Patricia M. Rowe is a Professor Emerita of Psychology at the University of Waterloo, Canada. During her career there (1963–2002), she served terms as director of the Industrial and Organizational Psychology graduate program, as well as Dean of Graduate Studies. Her research interests include the effects of work experience on subsequent behaviour, as well as decision making in the selection interview. This work led her to be involved with cooperative education from her early days at Waterloo.

Karen Sheppard is a researcher, project manager, and part-time PhD student at the University of Queensland in Brisbane, Australia. Her research interests include the nature and role of liberal arts in today’s society, the place and potential of WIL in curricula development, and the rise and influence of data use across all educational sectors. She has worked on a number of national research projects investigating the contemporary Bachelor of Arts (BA) and is currently supporting a year-long program of activities connecting students, teachers, and academic leaders of liberal arts disciplines to re-imagine the future of the Australian BA.

Freny Tayebjee worked at Western Sydney University and was the head of the Careers unit. Her passion is work-integrated learning (WIL). She has run a number of WIL domestic and overseas programs, has worked on three OLT projects, and presented at a number of national and international conferences related to WIL. She co-convened the Inaugural and later Western Sydney University WIL Symposiums, managed national and international WIL conferences, and was on the Board of the Australian Collaborative Education Network (ACEN).

Per-Olof Thång is Professor in Education, and former Dean of Faculty of Education, University of Gothenburg, Sweden. He has been researcher, lecturer, consultant, and advisor in adult education, learning at work, and vocational education during the past four decades. He has also been editor for Nordic Journal of Vocational Education and Training.

Franziska Trede is Associate Professor in Higher Education at Charles Sturt University, Australia, where she leads research in professional practice and workplace learning. She is particularly interested in professional identity development and agency. She has developed online, self-paced teaching tools for students, for academics, and for practitioners who supervise students in their workplace. She has published eight co-edited books, and over 80 book chapters and journal papers. Her latest book " Educating the deliberate professional: Preparing for future practices" offers new possibilities about how to teach and learn responsibly and creatively for future practices.

Karsten E. Zegwaard is Director of Cooperative Education at the University of Waikato, New Zealand, and holds a Bachelor of Science, a Masters in Science (Technology) (Hons), and a PhD in science from the University of Waikato. He is Editor-in-Chief for the Asia-Pacific Journal of Cooperative Education, co-editor of the International Handbook on Cooperative and Work-integrated Education, council member of New Zealand Association for Cooperative Education, board member of the World Association of Cooperative and Work-Integrated Education (WACE), Vice-Chair (Oceania) of the WACE International Research Group, and won the 2013 Ralph W. Tyler Award for Outstanding and Distinguished Research.