Abstract
In this chapter we set the scene with respect to work integrated learning (WIL) and international students by looking at the global context and then focussing on the Australian setting. We consider some of the challenges and opportunities afforded by WIL for international education framed by the three pillars of the National Strategy for International Education 2025 (Australian Government, National strategy for international education 2025. Retrieved from https://nsie.education.gov.au/sites/nsie/files/docs/national_strategy_for_international_education_2025.pdf, 2016a) 10-year plan for developing international education in Australia. A glimpse into the way three Australian universities align with the three pillars provides some insight into the strategic direction of these institutions. We then turn to the case of one organisational unit in a university, in this instance in an initial teacher education context, to consider how that unit enacts broader WIL policy. Particular attention is given to recommended strategies that can be adopted to increase WIL participation and improve the general WIL experience for international students.
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Bahr, N., Pendergast, D., Klopper, C. (2017). University Strategic Directions, International Education and WIL: From Policy to Practice. In: Barton, G., Hartwig, K. (eds) Professional Learning in the Work Place for International Students. Professional and Practice-based Learning, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-319-60058-1_16
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