We are a group of four researchers working on an international, interinstitutional research project. We’re interested in why some (but not all) faculty members get involved in (or support, actively or passively) the work experiences that can be part of undergraduate and graduate students’ degree programs.

What factors make one faculty member more or less likely to support work-integrated learning? Do any of these factors cluster together?

What we’d like to do is build ‘segments’–archetypes, personae, or caricatures–of faculty members that allow us to better understand their different perspectives and points of view. To build these segments, we will conduct mixed-methods research, which will include a survey that we aim to have drafted by January 2023.

We need to know what literature already exists about faculty members’ perceptions of co-op, practicums, entrepreneurship, and other forms of work-integrated learning. We’d like your help in building an annotated bibliography of research that is related to faculty perceptions of work-integrated learning. We know there is literature out there about barriers to and facilitators of faculty members’ involvement in work-integrated learning. What does this literature say? What results have been found? What disciplines or degree areas (undergraduate and graduate) are represented and underrepresented in this literature?

We have started populating a spreadsheet with the names of some articles, but we’d like you to add more details into the existing rows on the spreadsheet and to add new peer-reviewed journal articles in new rows

Fortnightly meetings via Zoom. We also have a spreadsheet and keywords to get you started.