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While the intended outcomes of work-integrated learning (WIL) are well documented, significant challenges arise when the stakeholders have different understandings and expectations. The purpose of this paper is to examine the alignment of stakeholder views on the defining features of cooperative education as a model of WIL.

An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews, was used to determine the views of students, workplace supervisors and university academic supervisors involved in a sport cooperative education program.

Students, workplace supervisors and academic supervisors shared a perception that the students’ development of employability skills and their acquisition of experience in industry were the primary intended outcomes. As an associated benefit, students would be work-ready. Ideally, cooperative education experiences should also provide opportunities for students to learn to integrate theory and practice, further develop their personal and professional identities, and learn to navigate the important ethical aspects of being a professional.

While the employability emphasis in the findings aligns well with government agendas, graduates need to be prepared for complex and dynamic workplaces, and to be future ready for careers that are yet to exist. WIL curricula need to explicitly address this expanded agenda, which in turn needs to be communicated clearly to all stakeholders.

This paper challenges stakeholders in WIL to move beyond a focus on preparing students for the “now” and to reconsider the learning outcomes that should be imperative for university education in the twenty-first century.

When learning in the workplace is conceptualised as a social process, different social or cultural features of workplaces may enable or constrain students’ learning. The purpose of this paper is to understand the views of students, workplace supervisors and university academics concerning sociocultural features that influenced work-integrated learning (WIL) experiences.

An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews was used to determine the views of stakeholders involved in WIL experiences in a sport undergraduate degree.

Students’ learning was enhanced when they participated in authentic activities, worked alongside colleagues and could assume increasing responsibility for roles they were given. Social experiences, interactions and activities provided them with opportunities to access individual, shared and tacit knowledge, to learn about language, processes and protocols for interacting and communicating with others, and to become aware of the culture of the workplace. When students successfully acquired this knowledge they were able to “take-on” the accepted characteristics and practices of the workplace community – an outcome that further enhanced their learning.

Students need to understand the social and cultural dimensions of how the work community practices before they begin WIL experiences. Practical ways of addressing this are suggested.

This paper conceptualises WIL as learning through the “practice of work communities” whereby through the activities of the community students can access knowledge in a way that may differ from what they are familiar with from their experiences within the university environment.

Efforts by police organisations to unionise and to increase their social and labour rights is an international phenomenon, and one that is becoming more vigorous in the Southern African region. However, many governments are wary of police unions and limit their rights, or refuse to recognise them at all. This paper aims to discuss the issues involved.

The paper draws on face‐to‐face and telephone interviews, as well as e‐mail correspondence, with police unionists from Canada, New Zealand, South Africa, Australia and the USA.

The efforts of the unions involved gave impetus to the formation of the International Council of Police Representative Associations (ICPRA), in September 2006. Two of ICPRA's aims are to assist and advise police unions all over the world and to provide the international police union movement with a voice for influencing policing futures. In South Africa, the Police and Civil Rights Unions is assisting police in the subregion and has become a symbol of what is possible for police even in repressive states.

The paper illustrates how, in a rapidly changing police labour environment, police unions have the capacity to confront existing (undemocratic) occupational cultures, to promote organisational accord and to forge positive reform.

This paper examines the implementation of new management techniques in Australian police services since the late 1980s, within an international context of demands for greater public sector efficiencies and accountability. Through an examination of police organisations in Queensland and New South Wales, the paper demonstrates that the impetus for organisational change, particularly in the context of employment practices has largely been driven by revelations of entrenched corruption and police misconduct. As a result, organisational goals of accountability and cultural change have been the critical influences on the restructuring agenda. The paper argues that management strategies should be suited to the specific organisational settings within which they are being applied. It suggests that the process of restructuring and the emphasis on changing employment practices have led to greater potential for conflict between management and police officers.