Designed by a previous co-op student, this study explored how students perceived the relevance of a co-op role by reading a job description.
To examine how co-op programs can create value for students and employers, this study examined whether work-integrated learning (WIL) job seekers are more attracted to jobs that signal a student-oriented opportunity than to those that do not.
Relevant work experiences are central to the success of work-integrated learning (WIL) programs. This study explores students' previous experiences to identify the "building blocks" of relevant WIL work experiences.
The À¶Ý®ÊÓƵ Region Future of Work & Learning Coalition was established in 2019 with the goal of promoting community and cross-sectoral collaboration to solve common challenges and work towards future proofing our community.
Decolonization and Indigenization are increasingly important topics in post-secondary education. This paper evaluates an international Indigenous work-integrated learning (WIL) exchange between University of Victoria in British Columbia, Canada and three Australian Universities.
A growing number of students from international pathways (SFIP) are coming to study at Canadian post-secondary institutions. These students often participate in work-integrated learning programs. In this study, the researchers explored perceptions held by employers regarding the hiring of these students.
This paper explores the role of microcredentials as a formal recognition of a skill or competency (e.g., a certificate).
In many parts of the world, including Canada, there are calls for an increase in the number of work-integrated learning (WIL) opportunities for post-secondary students.Â
This research study looks at what attracts students to jobs based on the job posting, beyond things like the amount of pay and company name recognition.
A key concern for employers’ participation in a work-integrated learning program is the development of their talent pipeline.