Experiential learning is increasingly being recognized as the preferred teaching method in entrepreneurship education, with particular emphasis on students' 'real-world' experience. This paper critically examines the adequacy of using work-integrated learning (WIL) pedagogy for the purpose of entrepreneurship education. A novel approach is…

This paper reflects on the work-integrated learning (WIL) program in an undergraduate Construction Engineering and Management (CEM) department in Indonesia. Given the industrial revolution that has transformed the construction industry into Construction 4.0, concrete steps are needed to bridge the needs of industry for professional workers who are…

Reflecting on one's performance is a critical aspect of work integrated learning and professional life in general. This project compared 282 business and tourism students' self-assessment of their workplace performance against their industry supervisor's evaluation. The analysis included possible moderator variables such as gender, residential…

This position paper will examine the complexities of remote working, specifically as it impacts students on work integrated learning (WIL) placements such as internships. Current literature on the challenges of remote working and recent student reflections based on their experiences of pivoting from office space to completing their internship…

The research reported in this article attends to the learning and knowing that students experience in workplace practice. The research enquiry is propelled by the theories of workplace learning and the recent 'practice turn' in the literatures of organisational studies that accommodate student learning that is impromptu and emergent in the…

Globally internships are increasingly applied as means of providing Work-Integrated Learning (WIL) and as a channel for graduates into employment. Whilst these trends have crossed national borders, the transferability of such WIL practices, across national contexts has been largely assumed rather than empirically substantiated, thereby,…

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…

The COVID-19 pandemic required a quick adaptation in the way work-integrated learning programs are offered. While not suitable for all types or disciplines of WIL, this disruption has led to many WIL experiences occurring remotely, that is, students working for organizations from home. Students' perceptions of their WIL experiences have previously…

This article explores the perspectives of participants from a partnership established between Western Sydney University (WSU) and the National Rugby League (NRL), a large and multifaceted international sporting organization. Ten students from WSU's Pasifika Achievement to Higher Education (PATHE) initiative took part in an internship program with…

This paper discusses how the COVID-19 pandemic can shift the conversation of paid and unpaid placements from an economic to a pedagogical and goodwill perspective. During the pandemic lockdown many placements were cancelled or postponed. Some continued as agreed but with students working from home, while other placements became unpaid. We build on…