Research in the field of work-integrated learning (WIL) is growing worldwide. South Africa has been implementing WIL in higher education, especially at universities of technologies for decades to enhance the learning experience and employability of students. While there is expertise on the implementation of WIL from a South African perspective an overall picture of the WIL research landscape in South Africa is unclear. This article provides a better understanding of the most influential papers and researchers that can assist researchers in identifying research collaborators and publishing opportunities. To get a snapshot of the current research on WIL in South Africa, a bibliographic mapping was conducted. The objectives were to determine the extent of recent WIL research in South Africa using bibliographic techniques and to identify how the WIL articles included in the study are interconnected. Using the Scopus database, 127 articles were included in the bibliographic mapping. The results included the author keyword co-occurrence, citation, co-authorship, bibliographic coupling and co-citation networks. The results provide an overview of the current research on WIL in South Africa and identified that there are authors and institutions in South Africa that are driving the research of WIL as well as collaboration with the international community that positions South Africa in the WIL research landscape. It is hoped that similar research will be conducted in future to provide new insights as the field evolves.

Existing within the intersection of two frequently marginalized identities, being queer and disabled, can create unique life experiences for queer disabled people. This qualitative study presents the experiences of nine queer disabled people using personal assistance services in Norway. The findings from this study show that having personal assistance services could both be a hindrance and a possibility for queer disabled people in accessing and exercising their sexual citizenship and living out their queer identity. Some felt that personal assistance services were crucial for them to be able to express their identity, while others felt that having personal assistance services was a barrier to living their queer life, as they feared they would lose their personal assistants or be subjected to homophobia/transphobia from them. Some revealed their queerness when recruiting new personal assistants, while others limited their sexual citizenship to maintain a professional relationship with their personal assistant. Based on the discussion, the article suggests that to ensure access to sexual citizenship also for disabled people, municipalities and service providers must address sexuality and provide support for both disabled people and personal assistants, especially when it comes to meeting queer disabled people’s needs.

Children with intellectual disabilities placed in residential services face challenges in making their voices heard and expressing their support needs. It is important to understand how these children can be more involved in their support arrangements. This study utilises secondary data from group interviews and child case studies to investigate child involvement in the design and delivery of support, and staff actions concerning support development related to child involvement when a support development programme is realised. The analysis used the theoretical model of Doing to, Doing for, and Doing with to explore the level of involvement in supporting the children. The findings demonstrate that a person-centred support development programme can foster child involvement in residential services across different levels, despite children’s varying capacities. This includes staff understanding of those capacities, which pose challenges to involvement. Organisational support for working methods and competence increases the opportunity for residential staff to give children a voice in co-design and co-delivery, in line with children’s capacity.

Scientific writing is a key feature of academic work often connected to publication pressure, fear of failure, and stress. In addition, there are many academics describing negative experiences of peer-review and feedback. To enhance a positive academic work environment, reduce writer’s block and stress related to sharing and receiving feedback on scientific texts, feedforward can be a useful option. When testing feedforward in a hybrid structured feedforward event with a multidisciplinary supervisor panel, it was evident that feedforward is still experienced as novel and empowering both for PhD students and senior researchers. This intensifies the need for feedforward as a tool to promote productive scientific writing and a positive work environment in academia.

INTRODUCTION

Throughout history industrial revolutions were synonymous with new technological advancements, from the steam engine to automation and robots (Xu, 2018). This focus reached its peak with Industry 4.0 with the integration of high-tech industrial strategies and technologies like artificial intelligence (AI), blockchain, and the internet of things (IoT) (Barata & Kayser, 2023). However, in the new era of Industry 5.0, technological innovation is expected to align with human-centric, sustainable, and resilient forms of work(European Commission, 2021). This shift places greater emphasis on lifelong learning, upskilling, and reskilling as keys to successful transformation. At the same time, concerns about work-related health and stress outcomes remain central in industrial environments(Eurofound, 2021).

Over recent years, research on workplace learning and work-related health in industrial settings has expanded considerably, leading to multiple systematic reviews across diverse subtopics. These reviews have investigated various learning interventions (e.g., technical training, digital learning, stress-targeted programs), different health and well-beingoutcomes (e.g., occupational stress, burnout, job satisfaction), and varied industrial contexts (e.g., manufacturing, automotive, smart factories). However, the evidence across these reviews has not been synthesized at a higher level, leaving uncertainty about the overall relationship between workplace learning and employees’ health, the consistency of findings across different contexts and methodologies, and the quality of the evidence (Lagrosen & Lagrosen, 2018).

An umbrella review—a systematic synthesis of multiple systematic reviews and meta-analyses—is needed to provide a comprehensive overview of this broad field (Fernandez, 2025; Abdellatif, 2025). By combining evidence from these reviews, this umbrella review will clarify relationships among workplace learning interventions and work-related health outcomes In industrial settings by identifying patterns of consistency and discrepancy in findings. It will also evaluate the methodological quality of available reviews, map the evidence landscape across different learning interventions and health outcomes, and highlight critical knowledge gaps that need further investigation. This overarching perspective is essential for understanding how different types of workplace learning impact work-related health across industrial settings and for informing evidence-based policy and practice in the Industry 5.0 era.

Primary systematic reviews focus on specific interventions or outcomes, while this umbrella review synthesizes findings from multiple reviews to address broader questions:

• What is known about workplace learning and work-related health in industrial settings? 

• Where do reviews converge or diverge? 

• What gaps remain in the review evidence? 

• What is the quality and certainty of the synthesized evidence? 

The answers will guide future research practices, organizational strategies, learning initiatives, and policies supporting human-centric industrial transformation.

Aim:

This umbrella review synthesizes existing systematic reviews and meta-analyses on workplace learning practices and work-related health outcomes in industrial settings, with a focus on Industry 5.0. Specifically, we aim to (1) map existing review evidence on learning interventions and health outcomes; (2) identify consistent and divergent findings across reviews; (3) assess methodological quality and evidence certainty; and (4) highlight evidence gaps for future reviews or research. To our knowledge, no umbrella review of this scope has been published.

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Värnamo kommun och Högskolan Väst validerar nu Förflyttningsstegen, ett verktyg som redan används i kommunal rehab. Målet: tryggare och mer likvärdiga bedömningar och en mer sammanhållen Nära vård.

Background

Limited knowledge exists about the impact and value of transition programs for newly graduated nurses (NGNs) during participation. Gaining insight into this phase can help improve strategies that support NGNs’ learning, retention, and work satisfaction during the transition to professional practice.

Aim

The overall aim was to investigate the experienced value of a hospital-based one-year transition program for NGNs after four months of participation. Specific aims were (1) to create and evaluate a tool to capture NGNs perceived value of the transition program and (2) to apply the tool to explore associations between NGNs experienced value of the transition program and factors related to work preparedness, future career as a nurse, work environment, and work satisfaction.

Design

Exploratory cross-sectional survey study.

Setting and Participants

The study included 216 NGNs enrolled in a regional transition program across six hospitals in Sweden.

Methods

Data were collected using an online questionnaire with Likert-scale questions and analyzed by using the Kruskal–Wallis test. Prior to analysis, an exploratory factor analysis (EFA) of the nine Transition Program Variable (TPV) items was performed.

Results

The TPV scale demonstrated satisfactory psychometric properties, including high internal consistency and a one-factor structure. Higher perceived value of the transition program was associated with higher perceived practical and theoretical preparedness, higher reported clarity regarding work expectations, stronger reported employer support for professional development, and a higher intention to remain at the current hospital.

Conclusion

Higher perceived value of the transition program was associated with higher reported preparedness and retention intentions for newly graduated nurses. Further qualitative exploration is recommended to inform future program development.

Business schools face growing pressure to develop socially responsible and effective leaders, particularly among mid-career professionals. This study explores a reversed work-integrated learning (WIL) model, with a starting point in participants’ real-world leadership practices, integrating theory and continuous structured reflection. This contrasts with traditional WIL models that start with academic theory and rely on formal partnerships between academia and industry for work placements.

Drawing on five years of qualitative data from 99 participants in a master's level leadership program, the study explores how this contract-free, practice-first approach supports leadership development by leveraging participants' ongoing professional experience. The pedagogical design emphasizes contextualized, lifelong learning through continuous individual and peer reflection.

Reflexive thematic analysis reveals that the reversed WIL model effectively addresses leadership development gaps, enhances workplace impact, and offers a strong return on investment for individual participants and organizations. The study contributes a novel framework for leadership development education tailored to experienced professionals based on five key design principles: learner adaptation, contextualization, self-efficacy building, flexible structure, and peer-based learning.

Hur rustade är nyutbildad vårdpersonal för att arbeta med sexuell hälsa? Hur integreras SRHR i våra professionsutbildningar?

I det här avsnittet pratar vi om hur vi går från teori till praktik - hur vi  omsätter forskning om SRHR i den kliniska vardagen. Gäst i avsnittet är Kristina Areskoug Josefsson som är professor i arbetsintegrerat lärande. Kristina berättar bland annat om sin egen resa från att som nyutbildad fysioterapeut känna sig otillräcklig att möta patienters frågor om sexuell hälsa till att själv börja forska och utbilda om SRHR.