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Students, faculty, and staff in postsecondary institutions around the world are engaging in conversations about decolonization and Indigenization. These conversations are also emerging in the context of work-integrated learning and experiential learning programs. This article presents the key findings of a research project investigating the impacts of an Indigenous international work-integrated learning (WIL) exchange between the University of Victoria (British Columbia, Canada) and three partner institutions in Australia. It introduces key concepts and insights from the literature about decolonizing and Indigenizing postsecondary education and links them to WIL. It describes the specific context at the University of Victoria out of which this programming emerges and the values that guided its creation. It presents the key findings of the research to date related both to Indigenous perspectives and the application of a Cultural Intelligence (Earley & Ang, 2003) framework. Finally, it offers some reflections on the implications of the findings for decolonizing WIL moving forward. [ABSTRACT FROM AUTHOR]

The University of British Columbia (UBC) became the first university in Canada to develop a strategy for enhancing global access to its technologies. UBC's University-Industry Liaison Office, in collaboration with the UBC chapter of Universities Allied for Essential Medicines (UAEM), established a mandate and developed principles that provide the developing world with access to UBC technologies. This commentary will discuss these principles and provide examples of where they have been applied to several UBC technologies., ((c) 2008 Wiley-Liss, Inc. and the American Pharmacists Association)