Abstract:

This paper adapts the Vertically Integrated Projects (VIP) model, originating at Georgia Tech, to a Swedish Work‑Integrated Learning (WIL) context, expanding the approach beyond engineering to include social sciences and interdisciplinary sustainability research. The VIP4WIL (Vertically Integrated Projects for Work-Integrated Learning) model embeds bachelor, master and PhD students directly in active research projects with external partners, forming long‑term, vertically integrated teams where students contribute to authentic research tasks while developing research competence and professional skills.

The VIP4WIL model is being piloted over three years at University West. Core elements are:
(1) a sequence of credit‑bearing modules - introductory research methods; communication and presentation; leadership and mentoring; innovation and project management - designed for continuity and progression across semesters;
(2) selection criteria that prioritise student engagement and diversity via motivation statements and demographic representation rather than grades;
(3) guidelines for research leaders and external partners to frame open, problem‑based tasks rather than prescriptive assignments; and
(4) operational structures and learning events - project director, manager, assistant manager, operational group and advisory council, supported by international VIP expertise.

In the pilot project we seek to develop a research‑integrated education model that strengthens research competence in both academia and industry. Expected outcomes for stakeholders include students gaining applied research skills, exposure to external partners and clearer career pathways; research teams gaining capacity, novel perspectives and accelerated progress; and external partners receiving actionable insights, prototypes and access to talent. Reflective practice is integral to assessment, pairing hands‑on work with structured reflection to bridge theory and practice and to reframe “research-as-work” in WIL pedagogy.

During the pilot we have revealed implementation challenges relevant for broader adoption such as aligning credit structures with national regulations and semester schedules; ensuring equitable access for fee‑paying international students; maintaining sustained commitment from research leaders; and managing diverse student learning experiences across programs and levels. The responses are iterative and inform ongoing refinements.

The long-term ambition is to transition from time-limited research projects to persistent thematic research environments that host larger, interdisciplinary student cohorts from both social science and engineering, working in interdisciplinary teams on sustainability themes. Such environments would institutionalise a living research-education ecosystem supporting continuity, deeper mentoring, peer‑led onboarding, international exchange within the global VIP network, and scalable impacts on employability and national research and sustainability capacity.

In December 2026 the pilot will end and recommend next steps, document procedures and lessons learned in a practical handbook, and establish evaluation metrics for short‑term learning and long‑term institutional and societal impact. So far, VIP4WIL offers a promising and transferable model to strengthen the research-education nexus, cultivate interdisciplinary sustainability competence and prepare graduates for complex collaborative problem‑solving in both academia and industry.

Keywords:

Research education, vertically integrated projects, work-integrated learning, work-integrated education, innovative education model, higher education.