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Cooperative education and principles associated with learning ecosystems appear throughout the literature. However, the application of cooperative education and learning ecosystems to work-integrated learning has not been fully examined. Furthermore, the applicability of learning ecosystems within work-integrated learning to specific professional practice domains has similarly not previously been examined. The development of domain-specific work-integrated learning ecosystems and an explanation of how they might apply to cooperative education in higher education, the purpose of this paper, are explored from three sequentially related conceptual levels: Level 1), a proto-theoretical model of cooperative education > Level 2), a functional model of a work-integrated learning ecosystem > Level 3), an example of an applied model of a work-integrated learning ecosystem. Specifically, the paper explores how policing, presented here as a working example of a socially important practice domain, has been developed into a work-integrated learning ecosystem within the Australian higher education context.

Purpose: To explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research. Design/methodology/approach: The relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment. Findings: A dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented. Originality/value: The pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined. [ABSTRACT FROM AUTHOR]

Work-based learning (WBL) is a pedagogy focused on learning through work, and has been described as an emergent "transdisciplinary" mode of study. Professional Studies is a name given to practice-based research degrees which operationalize WBL. Thus, Professional Studies can be considered transdisciplinary. But what does transdisciplinarity mean in practice and how does it relate to academic disciplines when applied in a WBL context? This paper explores the characteristics of "disciplinarity" and its relation to WBL in Australia. The paper provides evidence of transdisciplinarity through case examples of research projects, with an emphasis on addressing work-based problems and futures studies. [ABSTRACT FROM AUTHOR]

This article presents a work-based learning and research approach to professional postgraduate education specifically in the case of Higher Degree by Research (HDR) programs. It highlights a prototype of the Cohort-based Advisory Team (CAT) model as a useful strategy. The authors propose that a design thinking approach that empathises with the student experience as the "Master" of the design reveals insights that may inform future formal higher education in the professions. An overview of the design thinking process associated with the Professional Studies programs as developed at the University of Southern Queensland (USQ) is provided. Case accounts of HDR students in the law and engineering disciplines provide exploratory evidence of the student experience. The article concludes that there is a case to be made to professional associations that this form of professional development (work-based learning and research) should be recognised in terms of the contributions it makes to the knowledge, skills and abilities of graduates. [ABSTRACT FROM AUTHOR]

Cooperative education and principles associated with learning ecosystems appear throughout the literature. However, the application of cooperative education and learning ecosystems to work-integrated learning has not been fully examined. Furthermore, the applicability of learning ecosystems within work-integrated learning to specific professional practice domains has similarly not previously been examined. The development of domainspecific work-integrated learning ecosystems and an explanation of how they might apply to cooperative education in higher education, the purpose of this paper, are explored from three sequentially related conceptual levels: Level 1), a proto-theoretical model of cooperative education > Level 2), a functional model of a workintegrated learning ecosystem > Level 3), an example of an applied model of a work-integrated learning ecosystem. Specifically, the paper explores how policing, presented here as a working example of a socially important practice domain, has been developed into a work-integrated learning ecosystem within the Australian higher education context. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the work-based learning (WBL) ethos of a professional studies doctoral program, a higher degree by research program implemented in Australia. Design/methodology/approach: This is a preliminary case study of one higher degree by research program and two doctoral candidates participating in the program to explore the ethos and outcomes of the program. Findings: The program has sought to develop a different type of higher education ethos, one characterized by an open-door communications policy, a critical friend philosophy, an emphasis on teamwork, pro tem supervision and a new model for doctoral supervision, self-designed work-based projects, self-directed research programs and the development of professional identity. Originality/value: The characteristics and contributions of WBL programs at the doctoral level have been well documented in the academic literature, but the unique ethos, if there is one, of such programs has yet to be fully examined. This study goes some of the way to answering the question of whether such programs have a unique ethos and if so what are its features and how might it contribute to student development. [ABSTRACT FROM AUTHOR]