WIL Basics

In WIL Basics, we look at what WIL is; the benefits and challenges of implementing and engaging in WIL; and the current state of, and a vision for, WIL in science. 

State of WIL in Science

Science students participate in WIL less than other students, with WIL less common and more ad hoc in ‘generalist’ science degrees than those focused on a specific career path 1.2Australian Workforce and Productivity Agency (2014), Work Integrated Learning AWPA Scoping Paper., 1.4Edwards, D., Perkins, K., Pearce, J., & Hong, J. (2015). Work Integrated Learning in STEM in Australian Universities. Office of Chief Scientist & Australian Council for Educational Research., 7.3Prinsley, R., & Baranyai, K. (2015). STEM-trained and job-ready. Occasional Paper Series(12). Office of Chief Scientist..

  • Only 13% of natural and physical science students, and 7% of IT students, participate in an internship, practicum or placement – in comparison to 19% of students across all fields of education 3.3Radloff, A., & Coates, H. (2010). Doing more for learning: Enhancing engagement and outcomes - Australasian Student Engagement Report. Australian Council of Educational Research..
  • Only 3% of science students, and even fewer IT students, participate in an industry placement of 12 weeks or longer, even though employers prefer longer-term placements.
  • Only 1 in 7 students studying natural and physical sciences complete industry-based projects, although almost 75% of IT students engage in this type of WIL1.4Edwards, D., Perkins, K., Pearce, J., & Hong, J. (2015). Work Integrated Learning in STEM in Australian Universities. Office of Chief Scientist & Australian Council for Educational Research.
  • Science students report the lowest levels of active learning, work-integrated learning and career-readiness of any field of education 3.3Radloff, A., & Coates, H. (2010). Doing more for learning: Enhancing engagement and outcomes - Australasian Student Engagement Report. Australian Council of Educational Research.
  •  Government, industry and university leaders advocate increased opportunities for students to engage in WIL7.1ACEN. (2015). National strategy on work integrated learning in university education: Australian Collaborative Education Network, Universities Australia, Australian Chamber of Commerce, Australian Industry Group, Business Council of Australia, 1.2Australian Workforce and Productivity Agency (2014), Work Integrated Learning AWPA Scoping Paper., 7.2Higher Education Standards Framework. (2015). Canberra: Australian Government

Defining WIL

WIL is learning activities that incorporate work, employment and careers. The term ‘WIL’ is used to describe a wide variety of activities and often used interchangeably with other terms, such as workplace learning, industry-based learning, collaborative or cooperative education1.6Orrell, J. (2011). Good practice report: Work-integrated learning. Sydney, Australia: Australian Learning and Teaching Council, 1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning. We can best define WIL by considering its key characteristics and purposes.

WIL:

  • is a complex mix of activities with varying degrees of focus and engagement with work 1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning;
  • occurs ”at various levels across a range of tasks that are authentic (the task resembles those required in professional life) or proximal (the setting resembles professional contexts)” 6.6Oliver, B. (2015). Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies. Journal of Teaching and Learning for Graduate Employability, 6(1), 56-65. ;
  • is effective only where it features “authentic activities, with complexities that match those in real practice”;
  • should be integrated and scaffolded “within a purposely designed curriculum”, to allow students to draw maximum benefit from the experience 1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning
  • requires structured reflection to help students integrate theory with practice, recognise what they have gained from the experience, and identify gaps for further development6.4Jackson, D. (2014). Factors influencing job attainment in recent Bachelor graduates: evidence from Australia. Higher Education, 68(1), 135-153. ;
  • brings few, if any, benefits when focused only on locating students in a workplace, rather than engagement in meaningful tasks 1.3Coll, R. K., & Zegwaard, K. E. (2012). An International Perspective of Cooperative and Work-Integrated Education: A Synthesis of Themes from the Second Edition of the International Handbook for Cooperative and Work-Integrated Education. Paper presented at the Collaborative Education: Investing in the future – Proceedings of the 2012 ACEN National Conference, Deakin University, Geelong. .

Benefits of WIL

Graduate employment rates have been gradually declining in recent years, especially amongst natural and physical science graduates6.3Graduate Careers Australia. (2015). The Australian Graduate Survey Report 2014. Melbourne: Graduate Careers Australia.. Universities cannot guarantee jobs, but they can develop graduates’ employability through understanding and attributes that help them find or create meaningful work6.6Oliver, B. (2015). Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies. Journal of Teaching and Learning for Graduate Employability, 6(1), 56-65. . WIL is recognised as an effective way of developing those attributes7.1ACEN. (2015). National strategy on work integrated learning in university education: Australian Collaborative Education Network, Universities Australia, Australian Chamber of Commerce, Australian Industry Group, Business Council of Australia., 2.22.2 Atkinson, G., Misko, J., & Stanwick, J. (2015). Work integrated learning in STEM disciplines: employer perspectives: National Centre for Vocational Education Research. , 1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning.  

Benefits for students

WIL engagement has numerous benefits for students3.1Dressler, S., & Keeling, A. E. (2011). Benefits of cooperative and work-integrated education for students. In R. K. Coll & K. E. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (2nd ed., pp. 261-275). Lowell, MA: World Association for Cooperative Education., including:

  • gaining employment more quickly after graduation than students without WIL experience1.5Ferns, S., Campbell, M., & Zegwaard, K. (2014). Work Integrated Learning. In S. Ferns (Ed.), Work Integrated Learning in the Curriculum. NSW: Higher Education Research and Development Society of Australasia.;
  • increased confidence in their knowledge and abilities6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. ;
  • increased understanding of work environments and organizational culture6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. ;
  • improved communication, teamwork, problem-solving, research, critical analysis, time-management and self-management skills 2.2Atkinson, G., Misko, J., & Stanwick, J. (2015). Work integrated learning in STEM disciplines: employer perspectives: National Centre for Vocational Education Research. , 1.5Ferns, S., Campbell, M., & Zegwaard, K. (2014). Work Integrated Learning. In S. Ferns (Ed.), Work Integrated Learning in the Curriculum. NSW: Higher Education Research and Development Society of Australasia.;
  • an opportunity to develop professional networks;
  • a chance to ‘try industries on for size’1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning;
  • greater enthusiasm for learning and better understanding of the relevance of particular topics1.5Ferns, S., Campbell, M., & Zegwaard, K. (2014). Work Integrated Learning. In S. Ferns (Ed.), Work Integrated Learning in the Curriculum. NSW: Higher Education Research and Development Society of Australasia..

Benefits for employers

WIL provides employers with the opportunity to contribute to graduate training and development, fulfil corporate responsibility obligations and build relationships with universities2.2Atkinson, G., Misko, J., & Stanwick, J. (2015). Work integrated learning in STEM disciplines: employer perspectives: National Centre for Vocational Education Research. , 1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning. The Ai Group2.1Ai Group. (2016). Uni students – good news for your business. compiled the following list of benefits for industry:  

  • receiving an injection of new thinking and fresh ideas from technologically savvy students
  • assistance with short-term projects that otherwise would not be possible
  • boosting the mentoring skills for existing employees
  • improving employee engagement and workplace culture through enthusiastic students
  • developing connections with universities for research and development
  • connecting with Masters of Research and PhD candidates to scope research projects
  • improving corporate image by giving back to the university and industry sector
  • connecting with students who will be future work-ready graduates for the company
  • trialling a potential recruit at the company
  • building a talent pipeline
  • supporting the development of a multi-generational culture in the organisation
  • developing a global understanding of business etiquette, communication styles, cultural differences and intelligence about overseas markets if engaging with international students.

Benefits for universities

The benefits of WIL also extend to universities, including:

  • the opportunity to engage with industry, building relationships that support industry input into curricula and may lead to the development of research partnerships1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning;
  • marketing benefits from courses that are clearly linked to industry and industry practices, and strong graduate employment outcomes3.4Smith, C. (2012). Evaluating the quality of work-integrated learning curricula: A comprehensive framework. Higher Education Research and Development., 31(2), 247-262;
  • improved student engagement and retention3.2Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities..

Common challenges in WIL

Science students have diverse employment outcomes6.1Coates, H., & Edwards, D. (2009). The 2008 Graduate Pathways Survey: Graduates’ education and employment outcomes five years after completion of a bachelor degree at an Australian university. Australian Council of Educational Research. . This makes it difficult to identify the type of WIL activities, industries and organisations which will be most meaningful1.2Australian Workforce and Productivity Agency (2014), Work Integrated Learning AWPA Scoping Paper.. Developing and delivering WIL can also be time-consuming and resource-intensive, and involves balancing the perspectives and priorities of multiple stakeholders2.2Atkinson, G., Misko, J., & Stanwick, J. (2015). Work integrated learning in STEM disciplines: employer perspectives: National Centre for Vocational Education Research. , 1.2Australian Workforce and Productivity Agency (2014), Work Integrated Learning AWPA Scoping Paper., 1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning.   It is important to ensure that all students have equal opportunity to access and benefit from these experiences1.6Orrell, J. (2011). Good practice report: Work-integrated learning. Sydney, Australia: Australian Learning and Teaching Council. Some challenges for students accessing WIL include:

  • financial penalties associated with childcare, travel costs or lost income while participating in unpaid WIL1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning;
  • reduced flexibility associated with WIL activities with specific time commitments e.g. placements or practicums1.4Edwards, D., Perkins, K., Pearce, J., & Hong, J. (2015). Work Integrated Learning in STEM in Australian Universities. Office of Chief Scientist & Australian Council for Educational Research.;
  • preference for domestic students by employers using WIL to find and recruit future employees1.1Academica Group. (2015). Taking the Pulse of Work-Integrated Learning in Canada. Ontario: Business/Higher Education Roundtable. , 1.4Edwards, D., Perkins, K., Pearce, J., & Hong, J. (2015). Work Integrated Learning in STEM in Australian Universities. Office of Chief Scientist & Australian Council for Educational Research.;
  • challenges associated with language skills and cultural differences;
  • support around disclosing and discussing disabilities or medical conditions1.1Academica Group. (2015). Taking the Pulse of Work-Integrated Learning in Canada. Ontario: Business/Higher Education Roundtable. ;
  • inequitable opportunities for lower-achieving students where WIL opportunities are limited1.7Patrick, C., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2009). The WIL report: A national scoping study Final Report to the Australian Council for Teaching and Learning, ACEN. Sydney, Australia: Australian Council for Teaching and Learning.

Challenges related to access are primarily associated with off-campus WIL experiences e.g. placements and internships. Alternatives include industry-inspired projects, case studies, simulations, problem-based learning and other on-campus WIL.   From an employers’ perspective it can be difficult to know who to approach about engaging in WIL unless there are existing industry-faculty relationships. Other challenges include:

  • planning appropriate tasks and projects;
  • providing meaningful experiences without overburdening supervising staff;
  • working within university timeframes that may not align with company practices;
  • understanding expectations for student preparation, support and mentoring1.1Academica Group. (2015). Taking the Pulse of Work-Integrated Learning in Canada. Ontario: Business/Higher Education Roundtable. , 2.2Atkinson, G., Misko, J., & Stanwick, J. (2015). Work integrated learning in STEM disciplines: employer perspectives: National Centre for Vocational Education Research. .

Our vision for WIL in Science

Our vision for WIL in science is that every student studying science at an Australian university will have opportunities to participate in meaningful WIL experiences that:          

  • are embedded throughout their program of study,
  • are contextualized and scaffolded so that students can integrate disciplinary knowledge with industry practices, and develop employability capabilities,
  • take into account the disciplinary context, and the needs, understanding and skills levels of the students.