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As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions. Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet graduate profile criteria through alternative means such as virtual or simulated WIL experiences. The literature shows there are many models of WIL beyond conventional work placements. Therefore, a meta-analysis was conducted of these WIL models, to provide a complied synthesis of existing practice from within the WIL field specifically focused on two books, the "International Journal of Work-Integrated Learning," and three national WIL association conference publications. The trends and qualities that emerge from the meta-analysis of existing practice can inform the redevelopment across the different modes of conventional, remote, virtual, and simulated WIL experiences.

This paper considers what is known and extends the knowledge about the value of using posters in tertiary student assessment. It carries out a literature review before considering academic staff and student feedback on poster presentations, highlighting the rationale for using them, challenges in implementing posters as a form of assessment, and student responses to posters as a summative assessment tool. The paper concludes with recommendations based on our findings for those considering using posters and opportunities for further pedagogical research in this increasingly popular tool within the field of hospitality and tourism management.