The Work-Integrated Learning (WIL) community represents a growing field within social science, characterized by diverse and intersecting research interests. This year’s NEON conference (https://www.neondagene.no/), held in Tromsø, Norway, features a theme highly applicable to WIL: “Bridging Theory and Practice: Possible, Desirable, and Useful?” The primary objective of the NEON conference is to serve as a nexus for organizational researchers and practitioners, fostering mutual learning and the exchange of ideas, knowledge, and research findings.

A group of researchers from University West has proposed a conference track titled “Learning in Work Life” which takes its starting point in WIL as a field focusing on the relationship between learning and working life. In the track description, work is defined broadly to include all forms of paid and unpaid arrangements, and similarly, the concept of learning is expansively defined, allowing for the integration of multiple perspectives and theoretical frameworks. This way, researchers from various disciplines and fields can find a place in the track and contribute to the conference program.

The track is further framed by addressing the dynamic challenges organizations face. Structural transformations such as globalization, the COVID-19 pandemic, and rapid digitalization compel organizations to continuously restructure, develop, and adjust their operational strategies, work systems, and workforce competencies. These changes necessitate ongoing development and adaptation to ensure that organizations and society can meet their competence requirements effectively while also prioritizing sustainability. In response to these changes, there is a renewed interest in competence development and sourcing, often framed under concepts such as industry 5.0 and the re-skilling of Europe. These broad themes are frequently conceptualized through I-WIL, highlighting the learning aspect and necessity in ongoing changes.

The response to this conference track has been overwhelmingly positive, with abstracts submitted from numerous universities and disciplines. This diversity promises a rich selection of scholars (and potentially practitioners) to engage in discussions on the theme from a Scandinavian perspective over the two-day conference. The submitted manuscripts offer valuable insights into learning in work life and have been categorized into three main themes:

1) Work-Integrated Learning for Students: This theme focuses on providing students with practical relevance in their education, exploring pedagogical strategies to achieve this balance.

2) Learning in an Interorganizational Context: This theme examines how learning occurs between actors with differing agendas and institutional logics.

3) Professional Learning – Learning in Work Life: This theme investigates the foundations of professional learning in contemporary workplaces, including hybrid and knowledge work environments.

The themes illustrate the multifaceted applicability of WIL in fostering lifelong learning across various contexts. We eagerly anticipate the conference and will provide an analysis of our key takeaways in Part 2 of this blog.

Sandra Samuelsson, PhD
Assistant Senior Lecturer in Business Administration, University West

Åshild S. Lockert, PhD
Assistant Senior Lecturer at the Division of Psychology, pedagogic and sociology, University West