Dr Georgina Barton is an Associate Professor of literacies and pedagogy in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Brisbane, Australia. She has experience as a Program Director for preservice teachers and teaches English and literacy education. Before being an academic, Georgina taught in schools for over 20 years including teaching English in South India with Australian Volunteers International. She has been an acting Principal, coordinator of international students, and a lead teacher in the areas of literacy and numeracy. Georgina also has extensive experience in teaching the arts in schools and universities and often utilises the arts to support students’ literacy learning outcomes. She has over 60 publications in the areas of the arts and literacy. Her most recent book with Dr Gary Woolley is Developing Literacy in the Secondary Classroom with Sage publishers. Dr Kay Hartwig is the Director of Internationalisation in the School of Education and Professional Studies. She works closely with international students particularly during their placements in Australian schools as well as all stakeholders in the process including work sites and staff; university academic staff and administration staff. Through her role as Director of Internationalisation Kay also works closely with the university International Office. Kay has developed handbooks and supporting materials for international students, their mentor teachers and university staff that focus on the placement experience. She currently co-leads a large innovation and Development grant funded by the Australia Government through the Office of Learning and Teaching that explores international students’ experience during work placement. This grant includes six university sites across Australia. She has researched and written on quality teacher education.

• Part I: Theorising internationalisation, professional socialisation and reflective practice for international students.- Chapter 1. The importance of positive intercultural exchanges for international students on work placements in higher education, Georgina Barton and Kay Hartwig.- Chapter 2. Work placement for International Student Programs (WISP): A model of effective practice, Georgina Barton, Kay Hartwig, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O’Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld.- Chapter 3. Creating a climate for global WIL: Barriers to participation and strategies for enhancing international students’ involvement in WIL in Canada and Australia, Cate Gribble and Norah McRae.- Chapter 4. International students, inclusion and professional field placements, Gai Harrison and Kathleen Felton.- Chapter 5. Who fails whom? A case study exploration of factors leading to unsuccessful international pre-service teachers’ work placements, Donna Tangen and Marilyn Campbell.- Chapter 6. Reflection and reflective practice for international students and their supervisors in context, Georgina Barton and Mary Ryan.- Chapter 7. Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, Georgina Barton and Stephen Billett.- Part II: Work placement for International Student Programs.- Chapter 8. Practicum for international students in teacher education programs: An investigation of three university sites through multisocialisation, interculturalisation and reflection, Georgina Barton, Kay Hartwig, Dawn Joseph and Anna Podorova.- Chapter 9. International healthcare students in clinical learning environments, Kristina Mikkonen, Marianne Pitkäjärvi and Maria Kääriäinen.- Chapter 10. Revisiting cultural and linguistic diversity in speech pathology programs in Australia: Listening to the voices of staff and international students, Simone Howells, Marleen F. Westerveld and Susanne Garvis.- Chapter 11. Enhancing workplace learning for international students in psychology: Learning from students’ and supervisors’ perspectives, Liz Jones, Erin O’Connor and Christine Boag-Hodgson.- Chapter 12. Functional and cognitive aspects of employability: Implications for international students, Dawn Bennett and Sonia Ferns.- Part III: Improving work placements for international students: exploring the higher education context.- Chapter 13. The Study Abroad Program: Experience and benefit, Kay Hartwig.- Chapter 14. “Let’s focus on exploration”: Developing professional identity of international students as global teachers in a question-driven practicum, Harry Stokhof and Peter Fransen.- Chapter 15. “Practical experience is really important”: Perceptions of Chinese international students about the benefits of Work Integrated Learning in their Australian Tourism and Hospitality degrees, Katrine Sonnenschein, Michelle Barker, Raymond Hibbins and Melissa Cain.- Chapter 16. University strategic directions, international education and WIL: From policy to practice, Nan Bahr, Donna Pendergast and Christopher Klopper.- Chapter 17. Transforming challenges into opportunities: A work placement model to help international students become employable, Ann Kelly.- Chapter 18. What does internationalisation or interculturalisation look like in the future in the Higher Education Sector? Kay Hartwig, Georgina Barton, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O’Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld.

Dr Georgina Barton is an Associate Professor of literacies and pedagogy in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Brisbane, Australia. She has experience as a Program Director for preservice teachers and teaches English and literacy education. Before being an academic, Georgina taught in schools for over 20 years including teaching English in South India with Australian Volunteers International. She has been an acting Principal, coordinator of international students, and a lead teacher in the areas of literacy and numeracy. Georgina also has extensive experience in teaching the arts in schools and universities and often utilises the arts to support students’ literacy learning outcomes. She has over 60 publications in the areas of the arts and literacy. Her most recent book with Dr Gary Woolley is Developing Literacy in the Secondary Classroom with Sage publishers. Dr Kay Hartwig is the Director of Internationalisation in the School of Education and Professional Studies. She works closely with international students particularly during their placements in Australian schools as well as all stakeholders in the process including work sites and staff; university academic staff and administration staff. Through her role as Director of Internationalisation Kay also works closely with the university International Office. Kay has developed handbooks and supporting materials for international students, their mentor teachers and university staff that focus on the placement experience. She currently co-leads a large innovation and Development grant funded by the Australia Government through the Office of Learning and Teaching that explores international students’ experience during work placement. This grant includes six university sites across Australia. She has researched and written on quality teacher education.

• Part I: Theorising internationalisation, professional socialisation and reflective practice for international students.- Chapter 1. The importance of positive intercultural exchanges for international students on work placements in higher education, Georgina Barton and Kay Hartwig.- Chapter 2. Work placement for International Student Programs (WISP): A model of effective practice, Georgina Barton, Kay Hartwig, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O’Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld.- Chapter 3. Creating a climate for global WIL: Barriers to participation and strategies for enhancing international students’ involvement in WIL in Canada and Australia, Cate Gribble and Norah McRae.- Chapter 4. International students, inclusion and professional field placements, Gai Harrison and Kathleen Felton.- Chapter 5. Who fails whom? A case study exploration of factors leading to unsuccessful international pre-service teachers’ work placements, Donna Tangen and Marilyn Campbell.- Chapter 6. Reflection and reflective practice for international students and their supervisors in context, Georgina Barton and Mary Ryan.- Chapter 7. Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, Georgina Barton and Stephen Billett.- Part II: Work placement for International Student Programs.- Chapter 8. Practicum for international students in teacher education programs: An investigation of three university sites through multisocialisation, interculturalisation and reflection, Georgina Barton, Kay Hartwig, Dawn Joseph and Anna Podorova.- Chapter 9. International healthcare students in clinical learning environments, Kristina Mikkonen, Marianne Pitkäjärvi and Maria Kääriäinen.- Chapter 10. Revisiting cultural and linguistic diversity in speech pathology programs in Australia: Listening to the voices of staff and international students, Simone Howells, Marleen F. Westerveld and Susanne Garvis.- Chapter 11. Enhancing workplace learning for international students in psychology: Learning from students’ and supervisors’ perspectives, Liz Jones, Erin O’Connor and Christine Boag-Hodgson.- Chapter 12. Functional and cognitive aspects of employability: Implications for international students, Dawn Bennett and Sonia Ferns.- Part III: Improving work placements for international students: exploring the higher education context.- Chapter 13. The Study Abroad Program: Experience and benefit, Kay Hartwig.- Chapter 14. “Let’s focus on exploration”: Developing professional identity of international students as global teachers in a question-driven practicum, Harry Stokhof and Peter Fransen.- Chapter 15. “Practical experience is really important”: Perceptions of Chinese international students about the benefits of Work Integrated Learning in their Australian Tourism and Hospitality degrees, Katrine Sonnenschein, Michelle Barker, Raymond Hibbins and Melissa Cain.- Chapter 16. University strategic directions, international education and WIL: From policy to practice, Nan Bahr, Donna Pendergast and Christopher Klopper.- Chapter 17. Transforming challenges into opportunities: A work placement model to help international students become employable, Ann Kelly.- Chapter 18. What does internationalisation or interculturalisation look like in the future in the Higher Education Sector? Kay Hartwig, Georgina Barton, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O’Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld.

Dr Georgina Barton is an Associate Professor of literacies and pedagogy in the School of Teacher Education and Early Childhood at the University of Southern Queensland, Brisbane, Australia. She has experience as a Program Director for preservice teachers and teaches English and literacy education. Before being an academic, Georgina taught in schools for over 20 years including teaching English in South India with Australian Volunteers International. She has been an acting Principal, coordinator of international students, and a lead teacher in the areas of literacy and numeracy. Georgina also has extensive experience in teaching the arts in schools and universities and often utilises the arts to support students’ literacy learning outcomes. She has over 60 publications in the areas of the arts and literacy. Her most recent book with Dr Gary Woolley is Developing Literacy in the Secondary Classroom with Sage publishers. Dr Kay Hartwig is the Director of Internationalisation in the School of Education and Professional Studies. She works closely with international students particularly during their placements in Australian schools as well as all stakeholders in the process including work sites and staff; university academic staff and administration staff. Through her role as Director of Internationalisation Kay also works closely with the university International Office. Kay has developed handbooks and supporting materials for international students, their mentor teachers and university staff that focus on the placement experience. She currently co-leads a large innovation and Development grant funded by the Australia Government through the Office of Learning and Teaching that explores international students’ experience during work placement. This grant includes six university sites across Australia. She has researched and written on quality teacher education.

• Part I: Theorising internationalisation, professional socialisation and reflective practice for international students.- Chapter 1. The importance of positive intercultural exchanges for international students on work placements in higher education, Georgina Barton and Kay Hartwig.- Chapter 2. Work placement for International Student Programs (WISP): A model of effective practice, Georgina Barton, Kay Hartwig, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O’Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld.- Chapter 3. Creating a climate for global WIL: Barriers to participation and strategies for enhancing international students’ involvement in WIL in Canada and Australia, Cate Gribble and Norah McRae.- Chapter 4. International students, inclusion and professional field placements, Gai Harrison and Kathleen Felton.- Chapter 5. Who fails whom? A case study exploration of factors leading to unsuccessful international pre-service teachers’ work placements, Donna Tangen and Marilyn Campbell.- Chapter 6. Reflection and reflective practice for international students and their supervisors in context, Georgina Barton and Mary Ryan.- Chapter 7. Personal epistemologies and disciplinarity in the workplace: Implications for international students in higher education, Georgina Barton and Stephen Billett.- Part II: Work placement for International Student Programs.- Chapter 8. Practicum for international students in teacher education programs: An investigation of three university sites through multisocialisation, interculturalisation and reflection, Georgina Barton, Kay Hartwig, Dawn Joseph and Anna Podorova.- Chapter 9. International healthcare students in clinical learning environments, Kristina Mikkonen, Marianne Pitkäjärvi and Maria Kääriäinen.- Chapter 10. Revisiting cultural and linguistic diversity in speech pathology programs in Australia: Listening to the voices of staff and international students, Simone Howells, Marleen F. Westerveld and Susanne Garvis.- Chapter 11. Enhancing workplace learning for international students in psychology: Learning from students’ and supervisors’ perspectives, Liz Jones, Erin O’Connor and Christine Boag-Hodgson.- Chapter 12. Functional and cognitive aspects of employability: Implications for international students, Dawn Bennett and Sonia Ferns.- Part III: Improving work placements for international students: exploring the higher education context.- Chapter 13. The Study Abroad Program: Experience and benefit, Kay Hartwig.- Chapter 14. “Let’s focus on exploration”: Developing professional identity of international students as global teachers in a question-driven practicum, Harry Stokhof and Peter Fransen.- Chapter 15. “Practical experience is really important”: Perceptions of Chinese international students about the benefits of Work Integrated Learning in their Australian Tourism and Hospitality degrees, Katrine Sonnenschein, Michelle Barker, Raymond Hibbins and Melissa Cain.- Chapter 16. University strategic directions, international education and WIL: From policy to practice, Nan Bahr, Donna Pendergast and Christopher Klopper.- Chapter 17. Transforming challenges into opportunities: A work placement model to help international students become employable, Ann Kelly.- Chapter 18. What does internationalisation or interculturalisation look like in the future in the Higher Education Sector? Kay Hartwig, Georgina Barton, Dawn Bennett, Melissa Cain, Marilyn Campbell, Sonia Ferns, Liz Jones, Dawn Joseph, Marie Kavanagh, Ann Kelly, Ingrid Larkin, Erin O’Connor, Anna Podorova, Donna Tangen, and Marleen Westerveld.