Encyclopedia of Sustainability in Higher Education

2019 Edition
| Editors: Walter Leal Filho

Work-Integrated Learning for Sustainability Education

  • Tony WallEmail author
  • Ann Hindley
Reference work entry
DOI: https://doi.org/10.1007/978-3-030-11352-0_37



Work-integrated learning is a form of pedagogy which is situated, experiential, and collaborative with industry or community partners. Specifically, it has been characterized as intentionally integrating theory with authentic activities which then form part of an authentic assessment. Work-integrated learning for sustainability education specifically applies such pedagogical approaches to sustainable development challenges such as climate change, community recovery and resilience, or local poverty reduction.


Work-integrated learning is a form of education which broadly connects practice settings as a location or vehicle of learning (Billett 2014...
This is a preview of subscription content, log in to check access.


  1. Barth M, Godemann J, Rieckmann M, Stoltenberg U (2007) Developing key competencies for sustainable development in higher education. Int J Sustain High Educ 8(4):416–430CrossRefGoogle Scholar
  2. Billett S (2014) Learning in the circumstances of practice. Int J Lifelong Educ 33(5):674–693CrossRefGoogle Scholar
  3. Coll RK, Taylor N, Nathan S (2003) Using work-based learning to develop education for sustainability: a proposal. J Vocat Educ Training 55(2):169–182CrossRefGoogle Scholar
  4. Diamond S, Middleton A, Mather R (2011) A cross-faculty simulation model for authentic learning. Innov Educ Teach Int 48(1):25–35CrossRefGoogle Scholar
  5. Edwards D, Perkins K, Pearce J, Hong J (2015) Work integrated learning in STEM in Australian Universities: final report. Australian Council for Educational Research, MelbourneGoogle Scholar
  6. Franses P, Wride M (2015) Goethean pedagogy: a case in innovative science education and implications for work based learning. High Educ Skills Work-Based Learn 5(4):339–351CrossRefGoogle Scholar
  7. Gribble C, Blackmore J, Rahimi M (2015) Challenges to providing work integrated learning to international business students at Australian universities. High Educ Skills Work-Based Learn 5(4):401–416CrossRefGoogle Scholar
  8. Hauhart RC, Grahe JE (2015) Designing and teaching undergraduate capstone courses. Jossey-Bass, San FranciscoGoogle Scholar
  9. Hindley A, Wall T (2017) A unifying, boundary crossing approach to developing climate literacy. In: Leal W (ed) Sustainability in the curriculum of universities: teaching approaches, methods, examples and case studies. Springer, LondonGoogle Scholar
  10. Isacsson A, Ritalahti J (2015) Work-integrated and service learning at HAAGA-HELIA Porvoo campus in Finland. In: Dredge D, Airey D, Gross MJ (eds) (2014). The Routledge handbook of tourism and hospitality education. Routledge, LondonGoogle Scholar
  11. Kurland NB, Michaud KEH, Best M, Wohldmann E, Cox H, Pontikis K, Vasishth A (2010) Overcoming silos: the role of an interdisciplinary course in shaping a sustainability network. Acad Manag Learn Edu 9(3):457–476Google Scholar
  12. Marchioro G, Ryan MM, Perkins T (2014) Interdisciplinary student centric approach to work-integrated learning. Asia Pac J Coop Educ 15(4):359–368Google Scholar
  13. O'Flaherty J, Liddy M, Tansey L, Roche C (2011) Educating engaged citizens: four projects from Ireland. Educ Training 53(4):267–283CrossRefGoogle Scholar
  14. Painter-Morland M, Sabet E, Molthan-Hill P, Goworek H, de Leeuw S (2016) Beyond the curriculum: integrating sustainability into business schools. J Bus Ethics 139(4):737–754CrossRefGoogle Scholar
  15. Patrick C-J, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G (2008). The WIL [Work Integrated Learning] report: a national scoping study [Australian Learning and Teaching Council (ALTC) final report]. Queensland University of Technology, BrisbaneGoogle Scholar
  16. Philips D, Boland G (2013) Reaching out: community-based sustainable education, mission to mission beach. In: Atfield R, Kemp P (eds) Enhancing education for sustainable development in business and management, hospitality, leisure, marketing, tourism. Higher Education Academy, York1Google Scholar
  17. Purvis M, Young CW, Marsh C, Clarke J (2013) An institutional approach: education for sustainable development at the University of Leeds. In: Atfield R, Kemp P (eds) Enhancing education for sustainable development in business and management, hospitality, leisure, marketing, tourism. Higher Education Academy, York, pp 1–10Google Scholar
  18. Robertson M, Junek O, Lockstone-Binney L (2012) Is this for real? Authentic learning for the challenging events environment. J Teach Travel Tourism 12(3):225CrossRefGoogle Scholar
  19. Rusinko CA (2010) Integrating sustainability in management and business education. Acad Manag Learn Educ 9(3):507–519Google Scholar
  20. San Carlos RO, Tyunina O, Yoshida Y, Mori A, Sioen GB, Yang J (2016) Assessment of fieldwork methodologies for educational purposes in sustainability science: exercise on resilience, Tohoku unit 2015. In: Esteban M, Akiyama T, Chen C, Ikeda I, Mino T (eds) Sustainability science: field methods and exercises. Springer, Cham, pp 67–91CrossRefGoogle Scholar
  21. Smith C (2012) Evaluating the quality of work-integrated learning curricula: a comprehensive framework. High Educ Res Dev 31(2):247–262CrossRefGoogle Scholar
  22. Smith C, Worsfold K (2015) Unpacking the learning-work nexus: ‘priming’ as lever for high-quality learning outcomes in work-integrated learning curricula. Stud High Educ 40(1):22–42CrossRefGoogle Scholar
  23. Tansey L, Gonzalez-Perez MA (2007) University platform and student volunteering: harnessing student civic engagement through volunteering. In: Paper presented at the development’s future conference, NUI Galway, 24–25 NovGoogle Scholar
  24. Wall T (2013) Diversity through negotiated higher education. In: Bridger K, Reid I, Shaw J (eds) Inclusive higher education: an international perspective on access and the challenge of student diversity. Libri Publishing, Middlesex, pp 87–98Google Scholar
  25. Wall T (2017) A manifesto for higher education, skills and work-based learning: through the lens of the manifesto for work. High Educ Skills Work-Based Learn 7(3):304–314CrossRefGoogle Scholar
  26. Wall T, Hindley A, Hunt T, Peach J, Preston M, Hartley C, Fairbank A (2017a) Work-based learning as a catalyst for sustainability: a review and prospects. High Educ Skills Work-Based Learn 7(2):211–224CrossRefGoogle Scholar
  27. Wall T, Tran LT, Soejatminah S (2017b) Inequalities and agencies in workplace learning experiences: international student perspectives. Vocat Learn 10(2):141–156CrossRefGoogle Scholar
  28. Wall T, Clough D, Österlind E, Hindley A (2019) Conjuring a spirit for sustainability: a review of the socio-materialist effects of provocative pedagogies. In: Leal Fihlo W and Consorte-McCrea A G (eds) Sustainability and the Humanities. Springer, Cham SwitzerlandGoogle Scholar
  29. Wiek A, Withycombe L, Redman CL (2011) Key competencies in sustainability: a reference framework for academic program development. Sustain Sci 6(2):203–218CrossRefGoogle Scholar
  30. Wilson G, Pretorius RW (2017) Utilising work-integrated learning to enhance student participation and engagement in sustainability issues in open and distance learning. In: Leal Filho W, Skanavis C, do Paço A, Rogers J, Kuznetsova O, Castro P (eds) Handbook of theory and practice of sustainable development in higher education. World sustainability series. Springer, ChamGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.International Thriving at Work Research GroupUniversity of ChesterChesterUK
  2. 2.Centre for Work Related StudiesUniversity of ChesterChesterUK

Section editors and affiliations

  • Luciana Brandli
    • 1
  1. 1.University of Passo FundoPasso FundoBrazil