Future-oriented education needs to invest in the connectivity between learning and working in order to realise its full potential. This book presents guiding principles on how to build these successful connections. By taking an educational perspective and enriching it with insights from human resource development, this book explores the why, how and what of designing for connectivity.

This edited volume presents the current knowledge about educational practices and principles that help to realise connectivity between learning and working experiences. Introducing the central perspectives of workplace learning and learning environments at the boundary of school and work, this book presents key research that examines how educators and professionals from organisations and schools can come together with the purpose of realising connectivity in educational programmes. Empirical research showcasing both theoretical and practical insights from real life cases are at the heart of this book. Considering the barriers to achieving connectivity, this book also focuses on how it can be achieved, with ideas and guidance about communication, design principles and best practices.


Using carefully chosen international examples, this book is ideal reading for policy makers, practitioners and researchers looking to learn more about connecting learning and working experiences.

section Section 1|47 pages

Setting the stage

chapter Chapter 1.1|12 pages

Connectivity between education and work

Theoretical models and insights
ByPäivi Tynjälä, Simon Beausaert, Ilya Zitter, Eva Kyndt

chapter Chapter 1.2|19 pages

Rethinking the connective typology of work experience

The challenge of learning through internship
ByDavid Guile, Ann Lahiff

chapter Chapter 1.3|14 pages

Integrating workplace learning in formal educational programmes

ByDavid Gijbels, Piet Van den Bossche, Vincent Donche, Jetje De Groof

section Section 2|67 pages

Designing across boundaries

chapter Chapter 2.1|25 pages

Teacher externships

Designing a boundary crossing professional development initiative in higher education
ByEle Holvoet, Delphine Wante

chapter Chapter 2.2|21 pages

Learning at the interface of higher education and work

Experiences of students, teachers and workplace partners
ByPäivi Tynjälä, Anne Virtanen, Maarit H. Virolainen, Hannu L.T. Heikkinen

chapter Chapter 2.3|19 pages

Boundary crossing in vocational education and research

The case of Regional Learning
ByNiek van den Berg, Pieter Seuneke, Frank de Jong

section Section 3|41 pages

Boundary objects for connectivity

chapter Chapter 3.1|18 pages

Teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education

ByNina Kilbrink, Ann-Britt Enochsson, Annelie Andersén, Annica Ådefors

chapter Chapter 3.2|21 pages

Digital tools as boundary objects to support connectivity in dual vocational education

Towards a definition of design principles
ByAlberto A. P. Cattaneo, Jean-Luc Gurtner, Joris Felder

section Section 4|78 pages

Guidance for connectivity

chapter Chapter 4.2|20 pages

Collaborative communication between teachers and company supervisors for integrative teaching

An exploratory study in Australia, Germany and Switzerland
ByViviana Sappa, Sarojni Choy, Carmela Aprea

chapter Chapter 4.3|25 pages

Pedagogic strategies at the boundary of school and work

ByAnne Khaled, Marco Mazereeuw, Machiel Bouwmans

chapter |7 pages


On principles for connectivity between education and work
ByIlya Zitter, Simon Beausaert, Eva Kyndt