Michelle J. Eady – författare

Writing Across Professions (WAP) unites research on writing transfer and work-integrated learning (WIL) to explore how writers adapt and apply knowledge across academic and professional contexts. Drawing on multi-institutional research from the United States, Australia, Germany, and Singapore, the authors introduce Writing Across Professions (WAP), a model designed to prepare students for the diverse writing demands of global workplaces. This book explores the intersection of two key areas of scholarship: writing transfer research and WIL research. The research analyzed in these chapters examines how students develop writing expertise in professional contexts, the barriers they face as writers in the workplace, and the role of writing in shaping pre-professional writing identities. This book equips educators, students, and industry partners with strategies for facilitating writing transfer, fostering professional identity, and navigating the evolving role of artificial intelligence (AI) in writing and effective communication. It is a vital resource for anyone committed to helping students become adaptable and flexible with writing (and communication) in workplace contexts.

By doing so, this book aims to create a community of practice that explores work-integrated learning from an integrated stakeholder perspective, and develops a working model to extend existing understanding in this area through integrating the ideas explored in the various chapters.

This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders. It explores the significant interrelationship between university and school needs in this area of research. It uses a cross-institutional approach and focuses on local communities that educational providers interact with, to highlight and discuss the issues identified in various case studies. By doing so, this book aims to create a community of practice that explores work-integrated learning from an integrated stakeholder perspective, and develops a working model to extend existing understanding in this area through integrating the ideas explored in the various chapters.

Creating, Sustaining, and Enhancing Purposeful School-University Partnerships: Building Connections Across Diverse Educational Systems explores third space school-university partnerships that are connected to initial and ongoing teacher education, adding to an important literature base with a focus on how these partnerships can be created, sustained, and enhanced, why they are important, and who they can benefit. Emeritus Professor Kenneth M. Zeichner, author of a seminal work on the third space in teacher education, provides a foreword for this edited book that brings together examples of purposeful school-university partnerships authored by academics and practitioners in Australia, Canada, Germany, Ireland, Sweden, the United States of America, Nepal, and Bhutan. This international cohort of contributing authors explores the life cycles and phases of school-university partnerships, the factors that enable and constrain them, and the effects they have on thoseinvolved through case studies, narrative vignettes, action research, and longitudinal research. The accounts shared throughout this book are thoughtful contributions to an expanding body of knowledge delving into the significance and importance of meaningful collaborations that build connections across all aspects of education.