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Work-integrated learning (WIL) has become an essential component of many university curricula. Recent global disruptions have challenged traditional models of WIL, particularly industry-based student placements, leading to growing calls for new, sustainable models of WIL. Aligned with this call and the increased emphasis on learning across disciplines, interdisciplinary project-based WIL provides an alternative to student placements that is both student and industry centered. This study reports on the outcomes of pilots of this model of WIL across four Australian universities. A cohort of 38 students, faculty and industry staff who participated in the pilots were interviewed. The key challenges and enablers of interdisciplinary project-based WIL are identified along with recommendations for implementation.

As part of their international higher education experience, international students in some degree programs are required to secure and complete work placements. This is challenging to many, particularly during the COVID-19 pandemic. Despite this, there is limited research on how international students navigate challenges to secure placements in their host country, which informed the current study. Data was gathered through 39 semi-structured interviews with 13 international engineering students and eight interviews with eight WIL staff. The study contributes to the literature by formulating the Perceiving-Planning-Performing Model (3-P Model), untangling students' cognitive, attitudinal, and behavioral engagement in securing placements. The Model informs stakeholder strategies in nurturing international students' agency to secure placements and post-graduation work in their host country and globally.

This paper addresses the question of the relative importance of work-integrated learning placement quality, structure (whether part-time or full-time), and duration (in weeks), for producing employability outcomes. Additionally, we explore whether the quality of those placements is more, less, or equally important than the structure and duration. Drawing on responses to questions in a survey from 2,313 participants, 1,316 of whom had no placement experience and 997 of whom had had a placement experience, as part of their university studies, we tested a series of related hypotheses. After controlling for prior work-experience, results show that the quality of the placement experience is a greater predictor of a variety of employability outcomes than either structure of the placement experience or its duration. Findings will inform curriculum designers, practicum supervisors, and those interested in the outcomes of higher education.

Work-integrated learning (WIL) is a national priority and a strategic direction for Australian universities. To increase industry engagement, there is a need to identify emerging WIL models that enable flexibility while optimizing outcomes for stakeholders. This Australian Technology Network (ATN) project explored approaches that overcome constraints to engagement, particularly for small to medium enterprises (SMEs). The preliminary qualitative phase comprised a literature review, workshops and interviews. Examples of emerging WIL models, both curricula and co-curricular, were clustered into five models: micro-placements, online projects or placements, hackathons, competitions and events, incubators/start-ups and consulting. This paper outlines these models and summarizes defining features, enablers, challenges and opportunities. Contemporary trends informing innovative WIL design and implementation emerged. Features fell into three broad areas, stakeholder engagement, design elements and co-design with partners. Enablers, challenges and opportunities in the implementation of these WIL models that respond to the changing nature of work were documented.

Disruptive technologies, emerging global markets, and uncertain workforce requirements are driving the need for skilled graduates. This research developed a framework for collaboration between stakeholders to ensure work-ready graduates and sustained economic growth. A mixed-methods, multiple case study research design was deployed to gather data from graduates, employers, staff, students, and professional body representatives across three disciplines. The Australian course experience questionnaire generated 476 graduate responses and 1,175 comments. The graduate employability surveys collected responses from 88 graduates, 51 employers and 34 teaching staff. SPSS and Excel functions were used for quantitative data analysis and NVivo for thematic analysis. A cross-case analysis of the three case studies revealed consistency in stakeholder perceptions of domains perceived as important for graduate employability with collaborative partnerships emerging as integral to actualizing the domains. Findings from this research challenge conventional university approaches to brokering and maintaining partnerships and suggests a holistic engagement framework for stakeholders.

Many governments are expecting higher education institutions to make strong links between the educational offerings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, work-integrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

Work-integrated learning (WIL), particularly workplace-based WIL, provides international students with opportunities to be exposed to authentic working contexts, consequently enhancing student employability development. However, the literature indicates that many international students struggle in WIL despite continuous efforts by higher education institutions. A scoping review will inform future research and practice that seeks to enhance the WIL experiences of international students. This scoping review, guided by a transition framework, synthesized and analyzed findings from 22 empirical studies published during 2009-2020 related to challenges to international undergraduate students in WIL. Results show that while a range of challenges to this student cohort in WIL has been well established in the literature, little is known about how international students exercise their agency in navigating challenges to enhance WIL experiences. The scoping review has two major theoretical contributions: (i) establishing a novel typology of challenges to international students in WIL and (ii) proposing a context-specific research approach which facilitates inquiry into salient aspects of international students' WIL engagement in given contexts. The review concludes with recommendations for future research and practice from a transition perspective.

This study gathered and analysed the perceptions of graduates, employers, and the course team regarding graduate capabilities required for early professional success in pharmacy and the extent to which these capabilities are demonstrated in new graduates. The Graduate Employability Indicator (GEI) surveys were administered online to gather stakeholders' perceptions about the Bachelor of Pharmacy offered at a large Australian university. The GEI asks graduates the extent to which their course experience contributed to achievement of the capabilities, and asks employers and course teams about the extent to which new graduates demonstrated the capabilities. This study also assessed the incentives and disincentives of the course team for assisting to develop work-related skills, attributes and personal qualities. In total, 95 graduates, 109 employers and 42 members of the course team participated in the survey. The findings indicated that graduates preferred earlier professional placement in the course. Employers identified communication and professional skills as the most useful capabilities for new graduates. Members of the course team identified benefits to the students, industry and university as the main incentives for developing graduate employability. Both employers and course team members perceived the use of technology demonstrated by the graduates as important, however the graduates perceived this as much less important compared to other capabilities This study provided an evidence-based approach to engage the course team in curriculum renewal for the Bachelor of Pharmacy program. Data collected using the GEI tool provided valuable information for reshaping the curriculum structure.

In the contemporary workplace, data scientists who are capable of interdisciplinary collaboration are in high demand. Universities need to provide data science students with a plethora of learning opportunities that involve collaboration in interdisciplinary contexts and engagement with industry partners. Curtin University and Lab Tests Online Australasia (LTO[superscript AU]) collaborated to provide an interdisciplinary, industry-focused learning experience for data science students. Upon completing the project, students reported improved understanding of the range of applications for data science skills. The experience delivered opportunities for greater self-awareness and highlighted the importance of teamwork, decision-making and leadership skills. This chapter presents Interdisciplinary Project-based Work-Integrated Learning (IPjWIL), an educational approach that equips data science students with the necessary skills to navigate the future world of work. The results of the pilot project described demonstrate how interdisciplinary, industry-focused learning experiences enhance the capabilities of data science students, thereby augmenting employability.

Work-integrated learning (WIL) enables the embedding of relevant real-world learning into curriculum resulting in students that are better prepared to enter the workforce and meet demands of employers seeking work-ready graduates. Research confirms students who undertake WIL as part of their degree consistently achieve better employment outcomes. Industry's role in WIL is critical and, therefore, engagement with industry partners is essential to determine what is required to support their engagement and contribution to WIL. This Office of Learning and Teaching funded research project, aimed to determine the topics, format and mode of resources industry perceives as most useful. The project used a mixed methods approach to gather data from a range of sources with findings confirming industry are seeking resources on assessment, feedback and supervision of students as well as information on clarification of roles and negotiating partnerships. The project outcomes informed the development of user-friendly and accessible resources for industry. [Paper presented at the World Association for Cooperative and Work-Integrated Education, International Research Symposium on Cooperative and Work-Integrated Education, (2nd, Victoria, British Columbia, Canada, 2016).]

Research into work-integrated learning continues to show through a variety of small-scale and anecdotal studies, various positive impacts on student learning, work-readiness, personal and cognitive development and other outcomes. Seldom are these research findings strongly generalizable because of such factors as small sample sizes, discipline-specific case attributes, and qualitative approaches that seek richness of detail rather than generalizability of findings. Drawing on a sample of more than 3000 students, the study reported here explored the following questions: What curriculum factors can be validly measured to operationalize work-integrated learning curricula design? What measures validly operationalize the concept of "employment readiness?" and What predictive relationships exist between these two sets of measures? Measures are based on students self-reporting of both curriculum characteristics and employability skill acquisition. Findings indicate that robust measures of both curriculum factors and employment-readiness factors are possible and that the curriculum factors are associated with students' employment readiness outcomes.

Authentic learning experiences that replicate workplace settings are essential elements of the student experience for optimising graduate employability outcomes. Work Integrated Learning (WIL) supports the development of generic attributes which are highly regarded by employers through embedding authentic learning experiences in curricular and co-curricular programs. The regulatory and standards-based environment which monitors and controls higher education institutions' operations is increasingly focussing on WIL and the employability capabilities of graduates. In addition, external stakeholders such as employers and community agencies expect that graduates are prepared for a global and uncertain job market. The ultimate aim is to build a competitive and sustainable Australian economy through ensuring a highly-skilled population. Higher education is considered a key mechanism for achieving this ambition. Reconceptualising curriculum development and assessment strategies is required in order to address these societal demands. Embedding the development of employability capabilities in curriculum to ensure work-ready graduates is a priority for Curtin University as it aspires to provide authentic learning experiences where students apply theoretical concepts in real-world settings. Scaffolding skill development across curriculum is fundamental to quality curriculum design. Flexible industry and community partnerships are integral to implementing a practice-based curriculum, enabling the development of professional practice to be an integral component of the degree program. This paper presents a three-year Strategic Project, which aimed to enrich the student experience through establishing an institutional framework for WIL, as a case study to inform further WIL initiatives. It outlines strategies implemented to achieve the strategic goals, to introduce innovative approaches for establishing an institutional framework, and to enhance the student experience through WIL.

The increasing emphasis on embedding work-integrated learning (WIL) in the higher education curriculum has impacted on teaching and learning approaches. While the benefits of incorporating experiential learning in the student experience are recognized by all stakeholders, additional costs incurred by students have not been identified. At the same time the Australian Federal Government's review of base funding has recommended a detailed assessment of the costs of providing student placements across all disciplines - in particular health and education. Data collected from over a thousand Australian Collaborative Education Network (ACEN) student scholarship applicants indicate travel, accommodation, food, clothing, equipment and loss of income are of major concern especially for students on mandatory, lengthy placements involving relocation. We present a range of data from the five-years of the scholarship to inform discussion of costs from the student perspective which highlighted major concerns. The implications for ACEN are described and recommendations made to improve practice.

Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special issue on assessment highlight the need for balanced assessment approaches that reflect the highly variable experiences students encounter, and the need to keep validity and reliability paramount when constructing assessment structures. Increasingly quality and standards policies driven by more regulatory university environments are impacting on the design of assessment profiles. The value of workplace supervisors' feedback in WIL contexts is discussed and the challenges of measuring the nuances of unpredictable, context-dependent WIL outcomes are explored. The benefits of ePorftolios are advocated and the use of these platforms as assessment tools that enable a creative way for students to provide evidence of employability capabilities highlighted.

Electronic portfolios (ePortfolios) are a student focused tool which support and evidence work-integrated learning (WIL) experiences and capabilities in a tertiary education setting. Such settings are increasingly faced by a regulatory framework requiring evidence of student competency and skill acquisition. The commitment of educational institutions to integrate WIL in programs of study has driven the development of electronic portfolios using various platforms. This paper will discuss how the ePortfolio has evolved in response to the WIL agenda and its potential to capture authentic assessment and evidence competencies far beyond the traditional academic transcript. The value of an electronic repository of artefacts for students in the transition from institution to employment is highlighted, and the potential benefits of employers' involvement in the future direction of ePortfolios are discussed. A case study approach is employed to articulate the possibilities and challenges of achieving institutional acceptance, support and implementation of ePortfolios.

Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic student evidence is critical. Irrespective of whether authentic learning tasks can be achieved in the education or workplace settings, the imperative of why an assessment is regarded as highly or minimally authentic needs to be better understood. The literature doesn't clearly describe such parameters for assessments, nor does comprehensive course review (CCR) use a structured framework to analyze WIL assessments in curriculum. An Authentic Assessment Framework (AAF) was designed to assist this gap in CCR and piloted at Curtin University to enable a consistent approach across programs and disciplines. This paper describes the process for developing that framework, highlighting the effectiveness in engaging WIL practitioners and informing authentic curriculum development.

Work placement is an important aspect of higher education studies and career preparation. Effective preparation is crucial for students to succeed in placements, yet little is known about international students' placement preparation, particularly regarding their sensemaking. This qualitative study, guided by an integrative theoretical framework, examined international health science (HSc) undergraduate students' sensemaking behaviors as they prepare for in-person placements in a host country. Data were gathered through 36 semi-structured interviews with 12 international HSc undergraduate students (three with each student). Findings unravel complicated psychological and interpersonal processes undergone by student participants during pre-placement sensemaking. These insights can inform institutional strategies to support international students in building sensemaking capacities to effectively prepare for placements and post-study work transitions. [ABSTRACT FROM AUTHOR]

This study trialled a Work-Integrated Learning (WIL) Advisory Service, provided by the Chamber of Commerce and Industry of Western Australia (CCIWA) in collaboration with four WA universities. The service was established to broker relationships between industry and universities, support employers engaged in WIL and enhance the WIL experience for both students and employers. It was implemented over a 10-month period, covering two academic semesters, during 2015. Forty-six student work placements were conducted through the service simultaneously with an extensive promotional campaign to raise awareness of the benefits of WIL among local employers. Data were gathered from participating employers and students to evaluate the service and measure its success. Strategies to improve the service and to better manage issues arising during the WIL process are discussed. The study highlights the potential benefits of associations and third parties in nurturing collaborative partnerships between industry and universities for the purposes of WIL and improving graduate performance.

This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to employment. The study was undertaken by the four publicly funded Western Australian universities, in partnership with the Chamber of Commerce and Industry of Western Australia, and is focused on work placements among business students. Findings indicate employers had very little understanding of WIL offerings at the four Business Schools. While employers generally believed that student work placements are useful for their industry sectors, a number of issues impacted on their engagement in WIL. These included identifying suitable projects and tasks for students to complete; sourcing suitable students; concerns with student performance and capacity to mentor/supervise. A combination of quantitative and qualitative research tools were used with data gathered by an employer survey (N = 112) and focus group sessions (N = 17). The study recommends a number of ways to alleviate barriers and challenges to improve the WIL experience for all stakeholders and ensure the sustained growth of WIL in the higher education sector.

Work-integrated learning (WIL) is a well-established educational strategy with acknowledged benefits for student learning and employability. This paper explores and documents Intensive WIL, where students undertake short or condensed WIL experiences, ranging from 35 to 400 hours. Four case studies from different universities, designed for different purposes, using either placement or project approaches, and with different student cohorts, showcase the flexibility and adaptability of this model of WIL. Drawing on existing quality frameworks developed for WIL, a new, dedicated set of quality indicators was developed to evaluate examples of intensive WIL, as demonstrated in the case studies. This new framework places greater emphasis on the WIL experience itself, which has had little previous attention. The study confirms that given the right conditions, and used for the right purposes, Intensive WIL delivers quality experiences for students. Unique challenges of Intensive WIL include: sourcing projects with appropriate scope and complexity that are achievable and from which students will learn; ensuring students have command of previous theoretical concepts, as there may be little time to get them up to speed during Intensive WIL; ensuring all stakeholders understand their roles and responsibilities for smooth operation; and effective communication between workplace and university staff, as there is less time to recover from any difficult situations that may arise. [ABSTRACT FROM AUTHOR]

This paper establishes a framework for linking research and teaching (LRT) by developing industry-oriented student projects based on work-integrated learning theory (WIL). The major components of the WIL experiences and their relationships are identified. The scope of student projects may vary from a minor assignment project to a medium submission, such as a final year or honours project, to a more complex research undertaking, such as a Master or PhD project. A range of practical examples for linking research and teaching and work-integrated learning (LRT-WIL) are described. This study demonstrates that by synthesising work-integrated learning, research and teaching, a win-win situation is created for students, academics and industry partners.

Some degree programs require students to complete self-sourced work placements as a condition for graduation, which is challenging for many international students as they face significant contextual constraints. The literature has indicated typical contextual challenges international students face while attempting to strengthen organizational socialization (OS) during placements in a host country. Despite this, there is still a need for further research on how international students develop perceptions of their workplace context and how these perceptions impact their OS. The current study addressed this gap in the literature, adopting a grounded approach. Data was collected through 27 in-depth interviews with nine international undergraduate engineering students from an Australian university. Findings feature a perception-response model of OS, which helps inform research and practice to enhance international students' placement experiences. [ABSTRACT FROM AUTHOR]

Some degree programs require students to complete self-sourced work placements as a condition for graduation, which is challenging for many international students as they face significant contextual constraints. The literature has indicated typical contextual challenges international students face while attempting to strengthen organizational socialization (OS) during placements in a host country. Despite this, there is still a need for further research on how international students develop perceptions of their workplace context and how these perceptions impact their OS. The current study addressed this gap in the literature, adopting a grounded approach. Data was collected through 27 in-depth interviews with nine international undergraduate engineering students from an Australian university. Findings feature a perception-response model of OS, which helps inform research and practice to enhance international students' placement experiences. [ABSTRACT FROM AUTHOR]