Student voice in work integrated learning scholarship: A review of teacher education and geographical sciences


  • Kate Eileen Thomson The University of Sydney
  • Robyn da Silva Flinders University
  • Peter Draper University of Hull
  • Anne Gilmore University of Queensland
  • Niall Majury Queen’s University Belfast
  • Kevin O'Connor Mount Royal University
  • Anete Vaquez Kennesaw State University
  • Jacqueline Waite Oak Ridge Institute for Science and Education



student voice, work integrated learning, problem based learning, teacher education, geographical sciences, students as researchers


Work integrated learning is an umbrella term that refers to the opportunities provided to university students to integrate knowledge of theory and practice as part of their degree program. As the role of students in higher education is evolving, we sought to develop our understanding of the role of students in the work integrated learning (WIL) space through exploring current literature on student voice. In this paper, we consider what has been reported about WIL in relation to student voice, how it has been represented, and how this has influenced practice. We undertook a systematic literature review for two different disciplines, one which represented an example of a professionally accredited undergraduate degree program (teacher education), and the other an example of a program with no professional accreditation (geographical sciences). The teacher education literature demonstrated more clearly the use of student voice to inform WIL within curriculum design. However, the geographical sciences literature did include examples of student voice being incorporated within the design of collaborative community-based forms of WIL. A role for students as researchers, who lead research and initiate curriculum change into WIL, was noticeably absent in both disciplinary sets of literature. The lack of evidence of the inclusion of students in the design, conduct, and analysis of WIL provides an invitation for SoTL scholars to redefine the role of students in this space.


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Author Biographies

Kate Eileen Thomson, The University of Sydney

Dr. Kate Thomson is a lecturer in the Faculty of Health Sciences at the University of Sydney. Kate led her co-authors through a collaborative writing process to develop this paper.

Robyn da Silva, Flinders University

Robyn da Silva is an undergraduate psychology honours student at Flinders University, Australia.

Peter Draper, University of Hull

Dr. Peter Draper teaches nursing as the University of Hull, UK. Peter is a UK National Teaching Fellow.

Anne Gilmore, University of Queensland

Dr. Anne Gilmore is a consultant in heritage and historical research. Prior to this, she was the Academic policy and development consultant for the Faculty of Health and Behavioural Sciences at the University of Queensland, Australia.

Niall Majury, Queen’s University Belfast

Dr. Niall Majury is a lecturer in the School of Natural and Built Environment at Queen’s University Belfast. An economic geographer, he has published on the development of on-screen trading technologies, the governance of global financial markets, and the cultural economy of homeownership.

Kevin O'Connor, Mount Royal University

Dr. Kevin O’Connor is an Assistant Professor in the Department of Education at Mount Royal University, Canada.

Anete Vaquez, Kennesaw State University

Dr. Anete Vásquez is an Associate Professor of Curriculum and Instruction at Kennesaw State University in Georgia. She teaches courses in English education and research.

Jacqueline Waite, Oak Ridge Institute for Science and Education

Dr. Jacqueline Waite is a post-doctoral fellow and practicing geographer currently hosted by the US Environmental Protection Agency through the Oak Ridge Institute for Science and Education’s (ORISE) research participation program.


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How to Cite

Thomson, Kate Eileen, Robyn da Silva, Peter Draper, Anne Gilmore, Niall Majury, Kevin O’Connor, Anete Vaquez, and Jacqueline Waite. 2017. “Student Voice in Work Integrated Learning Scholarship: A Review of Teacher Education and Geographical Sciences”. Teaching and Learning Inquiry 5 (1):22-34, 35.



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