Use of WIL definitions in research –a collaborative learning research process
DOI:
https://doi.org/10.64775/ciwil.2025.54207Keywords:
Collaborative academic writing, Definitions, Future researchers, Work-integrated learningAbstract
The work-integrated learning (WIL) research field is rapidly expanding. Diverse understandings of what WIL is or a lack of definitions in often cited articles can provide a challenge for future researchers of WIL. The twofold aim of this study was to explore the use of definitions of WIL in often-cited WIL scientific articles and to explore the feasibility of a structured co-creative scientific writing method and the perceived value of performing this collaborative research project. This project is innovative concerning the design of the project and through the intention to provide both WIL in PhD education and lead to research outcomes that promote WIL research. The ontological findings showed that there were several groups of definitions. The findings of the collaborative analysis of extracted definitions showed diverse usage of definitions. In extracting WIL definitions from literature cited in WIL publications, four main findings occurred: Intertwining concepts, Intentions of WIL, Implementation of WIL and Diversity in defining WIL. As WIL research is gaining ground, it requires further refinement of WIL definitions. The results emphasise the need to develop a concept of WIL, capturing WIL as a phenomenon rather than various practices related to education or organizational structures. The collaborative research project proved to be a feasible way of including WIL in PhD education. Therefore, the findings are relevant for WIL researchers to develop the understanding of the importance of WIL definitions in various contexts for the future, but also as a methodological way of integrating WIL activities in PhD education.
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Copyright (c) 2025 Kristina Areskoug Josefsson, Fredrik Sunnemark, Elisabeth Näverå, Alma Dautovic, Linda Febring, Ksenija Peggar, Daniel Masterson
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