Placement as a form of work-integrated learning is a valued element of undergraduate education. Prior work explores how placement provides a site for developing professional values, skills and competences as well as identifying how students build awareness of professional requirements. Greater focus on how such processes of awareness are realised,…

Background: With the aim of augmenting graduate employability outcomes, higher education is increasingly challenged, via policy and practice, to increase Work Integrated Learning (WIL) as a mainstream component of university education. However, little attention has been given to the academic WIL practitioner, whose identity (personal-professional)…

Purpose: This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity. Design/methodology/approach: A series of semi-structured focus groups were run…

Work-integrated learning experiences of LGBTQIA+ students are rarely considered, with no specific consideration of paramedic students in this context. Students' perceptions of WIL and the challenges associated with navigating the off-campus clinical setting have highlighted the need for a sense of belongingness, safety and security, and a healthy…

Degree apprenticeships in the UK represent a shift in approach to degree-level study. As the model matures, it is important to hear perspectives of apprentices. Using Q methodology, the study aims to identify the different apprentices' viewpoints of the apprenticeship, exploring aspects of belonging, support, challenges and views of the learning…

The underrepresentation of boys from Aboriginal and Torres Strait Islander peoples in Australian universities continues despite recent gains in widening participation. This article presents a case study documenting the transition of one Indigenous student, Robbie, from an underprivileged school located in the Western suburbs of Sydney to an urban…

Work-integrated learning (WIL) continues to be a central element of higher education and may provide students with opportunities for both personal and professional development. However, the personal development opportunities afforded by WIL are often overshadowed by the more typical focus of work readiness. Increasing attention to self-authorship,…

Work-integrated learning (WIL) has become an increasingly common feature of higher education curricula. Two aspects of WIL, authenticity and consistency, are valued in different ways by the stakeholders involved. Authenticity, by its very nature, supports the idea of learning being personalized and unique. Consistency, on the other hand, is…

Work-integrated learning (WIL) can be expensive for tertiary students. There are potential accommodation, equipment, and travel expenses, as well as opportunity costs associated with lost income when completing unpaid WIL placements. Non-remunerative financial support such as bursaries, scholarships, stipends, and honorariums (collectively 'WIL…

Purpose: Work integrated learning (WIL) activities, especially internships, are essential for career preparation and development. This paper applies career adaptability and capital theories to examine how international internships help undergraduate business students in their career exploration, preparation and development.…

The study was aimed at comparing the expectations of Slovak employers and students in terms of employability skills. Twenty-seven companies which employ university graduates working in the manufacturing and financial sectors, represented by a Managing Director or Human Resources Director and 534 university students in the Bratislava region…

Moves towards the marketisation of higher education together with concerns over the challenges of graduate employment have led to an increased prioritisation of students undertaking relevant work experience while they study. Recognising a strong student demand for placements, universities are establishing employability initiatives including those…

The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students' professional mobility and students' readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables…

Pre-professional identity is a complex phenomenon spanning awareness of and connection with the skills, qualities, behaviours, values and standards of a student's chosen profession, as well as one's understanding of professional self in relation to the broader general self. It is an important, yet under-explored, aspect of graduate employability…

Work-integrated learning (WIL) provides an opportunity to develop the skills, knowledge, competence, and experience, which increase employability and lead to more satisfying careers. Research indicates that WIL results in improved academic- and occupationally-related outcomes. However, there is a paucity of quantitative research examining the…