The spotlight continues to shine on Work Integrated Learning (WIL) for developing student employability, most recently in the Accord Interim report which emphasises the role of industry engagement for developing suitably skilled graduates.
The peak national body for WIL, the Australian Collaborative Education Network’s (ACEN,) has just released two briefs summarising student participation in WIL and the impact of WIL on graduate outcomes for 2020 to 2022 in 30-plus Australian universities.
Despite the recognition of the importance of of WIL in preparing students for work and career, and improving post-graduation employment outcomes, the sector lacks systematic measures for gauging student participation in WIL and its impact on graduate outcomes. These measures are critical for identifying gaps and opportunities in delivering quality WIL for all student groups across the disciplines.
In an effort to bridge this gap, ACEN included questions in the Graduate Outcomes Survey provided to participating university members, gathering data on student participation in WIL and related graduate outcomes.
Among other things, data show the need for educators and industry partners to work together to make WIL more accessible and appealing to some student cohorts, particularly equity groups and mature students.
The reports confirm that undergraduates who undertook work-based WIL achieved the highest rates of full-time graduate employment. Looking beyond securing any job, the impact brief shows how students who undertook WIL were less likely to feel overqualified in their graduate roles. The impact of WIL on graduate outcomes was particularly profound for students in regional/remote areas, those of low socio-economic status and students with disability.
We know that WIL helps students to develop skills, build networks and understand work culture, and can create critical talent pipelines for industries experiencing skill shortages. Yet we need WIL design and processes to be more inclusive, particularly work-based WIL (e.g., internships, practicum) which is largely unpaid in Australia and can create financial stress for students with extended periods built into their degrees.
In courses where WIL is optional, some students miss out because industry partners favour stereotypical notions of ‘high performing students’ while international students must choose between (often transformational) course-based WIL experiences or paid (often low skilled) employment because of the way government systems are set up for their fortnightly work cap.
The briefs illustrate how it is in all parties’ interest to grow WIL. Careful planning, design and processes – in partnership with industry and students – are needed to raise the bar for equitable access and provide a transformational learning experience for all students, consistent with recommendations in the Accord Interim report.
By Professor Denise Jackson President of ACEN (Australian Collaboration Education Network)
The spotlight continues to shine on Work Integrated Learning (WIL) for developing student employability, most recently in the Accord Interim report which emphasises the role of industry engagement for developing suitably skilled graduates.
The peak national body for WIL, the Australian Collaborative Education Network’s (ACEN,) has just released two briefs summarising student participation in WIL and the impact of WIL on graduate outcomes for 2020 to 2022 in 30-plus Australian universities.
Despite the recognition of the importance of of WIL in preparing students for work and career, and improving post-graduation employment outcomes, the sector lacks systematic measures for gauging student participation in WIL and its impact on graduate outcomes. These measures are critical for identifying gaps and opportunities in delivering quality WIL for all student groups across the disciplines.
In an effort to bridge this gap, ACEN included questions in the Graduate Outcomes Survey provided to participating university members, gathering data on student participation in WIL and related graduate outcomes.
Among other things, data show the need for educators and industry partners to work together to make WIL more accessible and appealing to some student cohorts, particularly equity groups and mature students.
The reports confirm that undergraduates who undertook work-based WIL achieved the highest rates of full-time graduate employment. Looking beyond securing any job, the impact brief shows how students who undertook WIL were less likely to feel overqualified in their graduate roles. The impact of WIL on graduate outcomes was particularly profound for students in regional/remote areas, those of low socio-economic status and students with disability.
We know that WIL helps students to develop skills, build networks and understand work culture, and can create critical talent pipelines for industries experiencing skill shortages. Yet we need WIL design and processes to be more inclusive, particularly work-based WIL (e.g., internships, practicum) which is largely unpaid in Australia and can create financial stress for students with extended periods built into their degrees.
In courses where WIL is optional, some students miss out because industry partners favour stereotypical notions of ‘high performing students’ while international students must choose between (often transformational) course-based WIL experiences or paid (often low skilled) employment because of the way government systems are set up for their fortnightly work cap.
Professor Denise Jackson is President of ACEN (Australian Collaboration Education Network).
