Work integrated learning (WIL), particularly placement-based WIL (P-WIL), has gained momentum in Higher Education over the last decade as an educational strategy for enhancing student employability. However, there is very limited guidance on effective ways to embed and scaffold WIL assessments across courses (degree programs). We present the…

Purpose: Students experience a range of benefits by participating in work-based learning (WBL) including increased employability skills, career development learning and enhanced industry networks. However, some approaches to WBL are not easily accessed by all students, with placement-based models placing demands on students to attend a physical…

Globalisation, technological changes and the industry-to-service economy transition has produced dramatic changes in the labour market, thus affecting higher education. It is no longer sufficient to provide students with disciplinary knowledge. Graduates are also expected to be adaptive, innovative and flexible. As these competencies are better…

It has become evident within higher education and within (or in partnership with) the workplace that there is a growing demand for an integration of learning within the workplace. Formal and intentional models and processes utilizing experiential learning methods and pedagogy are often referred to as work integrated learning. However, there is a…

The introduction of a new work-integrated learning (WIL) policy for university environmental health education programs seeking professional accreditation identified a number of problems. This included how to evaluate the acceptability of differing approaches to WIL for course accreditation purposes and a need to develop an agreed understanding of…

Work integrated learning (WIL) educators using reflective practice to facilitate student learning require a set of standards that works within the traditional assessment frame of Higher Education, to ascertain the level at which reflective practice has been demonstrated. However, there is a paucity of tested assessment instruments that provide…

Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…

Due to recent changes in higher education and the increased demand for highly qualified candidates in the labor market, the employability of U.K. graduates has become a key performance indicator for universities. Institutions of higher education attempt to address employability by delivering a skilled workforce that will ensure the U.K.'s…

Evaluation of undergraduate placements in two microbusinesses--a printer and a video store--revealed key factors contributing to the efficacy of work experience in small enterprises: preplacement preparation, mentoring for students and employers, and postplacement support for reflection. The need for a learning network of students, teachers, and…

Describes the history and current status of sandwich courses offered by all polytechnics and many colleges and universities in the United Kingdom--in which periods of full-time, academically related employment alternate with periods of formal coursework. Topics include responsibilities for placement, pay, assessment, and international placements.…

A survey of 189 pre- and 106 post-sandwich work-experience students in tourism suggested that potential benefits were not being maximized. Students needed better preparation for the work experience, especially in terms of their expectations. The work experience needed better design, and the role of industry tutors needed clarification. (SK)

Explored effects of different types of undergraduate work experience on engineers' job placements by comparing engineers who graduated from co-op programs with: (1) those non-co-op graduates who had engineering-related jobs; (2) those with non-engineering-related jobs; and (3) those with no undergraduate work experiences. (JN)

A limited number of universities and students participate in cooperative education in Spain because of lack of tradition, incentive, and resources. A need exists for a placement system providing greater work experience opportunities, the development of which may be spurred by the success of the Universidad Autonoma in Madrid and by the integration…

Interviews with 34 engineering education representatives indicated that traditional "sandwich" programs of year-long industry placement are changing. The present market-oriented policy environment provides few incentives to develop effective work experience programs or industry-education linkages. (Contains 26 references.) (SK)

Cooperative educational programs with employers can prepare liberal arts students for living and working in society--and for landing that crucial first job upon graduation. (Author)