It has become evident within Higher Education and within (or in partnership with) the workplace, that there is a growing demand for an integration of learning within the workplace. Formal and intentional models and processes utilizing experiential learning methods and pedagogy are often referred to as Work Integrated Learning. However, as editors we acknowledge that these is vast cross-conceptualisation evident within the field between concepts such as Work-Related Learning (WRL), Workplace Learning (WPL), Work-Based Learning (WBL), Work Integrated Learning (WIL) and Experiential Learning (EL). Furthermore, there are vast differences between different applications such as apprenticeships, higher degree apprenticeships (HDA), co-operative education (Coop), internships, placements, projects, sandwich courses, practicums and so on.
Therefore, there exists a need for an edited collection of original research in this area. We (the editors) feel a critical comparison of practice in the form of case studies from around the world with a specific focus on the impact of WIL on the future labour force of generation Z and Y will achieve this aim. Comparative case studies will bring practitioners from around the world into conversation with each other. Strauss and Howe define the Millennial Generation (Gen Y) as those born from 1982 to 2004 and the Homeland Generation (Gen Z) as those born from 2005 to present.
The book aims to have a minimum of 15 chapters with each chapter being around 10,000 words.
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