Preparing students for WIL

WIL experiences, particularly those that take place in a workplace, can be stressful for students because they are required to step out of their comfort zone into an unfamiliar environment. Effective ‘classroom’ preparation prior to work-based experiences helps to ensure that students get more out of work-based experiences, through building confidence, developing disciplinary knowledge and skills, and helping students to understanding what will be expected of them, and what they can expect in terms of the organisational structure and culture that will encounter 6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. , 6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. .

Preparation for WIL, including the development of transferrable skills and familiarisation with relevant technologies, ideas and practices, should occur throughout courses, and not just in the units in which workplace experiences occur 6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. . For this to be effective, students must be made aware of the relevance of these capabilities as they develop them, and of the opportunity to put their skills and knowledge into practice through WIL1.4Edwards, D., Perkins, K., Pearce, J., & Hong, J. (2015). Work Integrated Learning in STEM in Australian Universities. Canberra: Office of Chief Scientist & Australian Council for Educational Research..

Preparation for placements and other located experiences might include:

  • helping students identify the tasks they may engage in and the capabilities they will require;
  • providing opportunities for them to practice relevant skills and procedures;
  • discussing the purpose of the experience, what you intend them to get out of it and what they want to achieve;
  • establishing, expectations, roles and responsibilities of each party;
  • providing classroom-based activities, such as case studies or inviting industry speakers;
  • discussing how their existing knowledge and experience may be relevant, what they can draw upon and what might be different;
  • talking to students about appropriate workplace attire and behaviour6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. , 1.6Orrell, J. (2011). Good practice report: Work-integrated learning. Sydney, Australia: Australian Learning and Teaching Council., 3.13Billet, S. (2011). Curriculum and pedagogical bases for effectively integrating practice-based experiences. Strawberry Hills, NSW: Australian Learning and Teaching Council (ALTC)., 3.14 Martin, A., Rees, M., & Edwards, M. (2011). Work integrated learning: A template for good practice. Wellington: Ako Aotearoa..

Ways to prepare students for placements

Role-plays, case studies and simulations6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. , 3.14 Martin, A., Rees, M., & Edwards, M. (2011). Work integrated learning: A template for good practice. Wellington: Ako Aotearoa., 9.5Balfour, M. (2010). Developing the capacities of applied theatre students to be critically reflective learner-practitioners. Australasian Drama Studies, 57, 54-67.

  • Introduce situations students may encounter on placement
  • Prompt students to think about how they might act or react in these situations
  • Allows for feedback and discussion of alternative options

Goal-setting6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367.

  • Prompts students to think about what they want to achieve on their placement
  • Provides an opportunity for discussion and negotiation between student, industry supervisor and teaching staff
  • Helps set realistic expectations for all parties
  • Can motivate students and promote self-awareness and reflection

Industry speakers and networking sessions6.10Subramaniam, N., & Freudenberg, B. (2007). Preparing Accounting Students for Success in the Professional Environment: Enhancing Self-Efficacy Through a Work Integrated Learning Programme. Asia-Pacific Journal of Cooperative Education, 8(1), 77-92.

  • Provide insights into industry and organisations, including organisational structure and norms

Teamwork activities6.5Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367.

  • Help students develop communication and conflict-management skills
  • Provides opportunity to hear different perspectives and approaches

Hearing from past students

  • Provides insights into placement experience, including possible tasks and capabilities
  • Gives students an opportunity to ask questions in a non-threatening environment

Resume preparation and interview3.14 Martin, A., Rees, M., & Edwards, M. (2011). Work integrated learning: A template for good practice. Wellington: Ako Aotearoa.

  • Prompts students to think about likely tasks and situations on placement
  • Prompts reflection on how capabilities and experience relate to the placement opportunity