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 frequently 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..

While numbers are difficult to estimate and vary depending on reporting methods and how disciplines are classified, it appears that the numbers of science students obtaining WIL experiences has increased over the last 10 years. As WIL engagement questions are now included in the Graduate Outcomes Survey, this provides a new source of data, showing that in 2022, 42.8% of science and mathematics students participated in WIL compared to 54.9% across all disciplines. (1.10). Over the three years, this data has been collected there has been a small increase in the number of students accessing any form of WIL (noting that these years also cover the disruptions of the COVID pandemic).

This compares to a Universities Australia study in 2017, which found that only 27.9% of natural and physical science students participated in WIL and that this was the third lowest discipline area (1.12). However, this suggests a considerable improvement from previous data in 2010 reporting that only 13% of natural and physical science students participant in an internship, practicum or placement.(3.3) Government, industry and university leaders continue to advocate increased opportunities for students to engage in WIL 7.1, 1.2, 7.2

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 education 1.6Orrell, 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
  • 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)” 6.6;
  • 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 1.7
  • requires structured reflection to help students integrate theory with practice, recognise what they have gained from the experience, and identify gaps for further development 6.4;
  • brings few, if any, benefits when focused only on locating students in a workplace, rather than engagement in meaningful tasks 1.3

TEQSA has produced guidance notes (7.4) that define WIL activities and identify conditions that must be met to fulfil requirements of the HES framework. Their WIL definition includes:

  • professional workplace placements (also known as internships, clinical placements, fieldwork, practicums) whether local, interstate or international
  • online or virtual WIL (e.g. telehealth) with real clients or industry input
  • industry-partnered projects in the classroom (e.g. hackathons, incubators/start-ups) that involve industry, community or professional partners
  • a simulated work environment with industry input, consultation or assessment, or
  • activities in other contexts involving industry or community partners.

Recent years have also seen a focus on employability skills, which can be developed on campus with or without industry engagement. An important aspect of this is student awareness, which can be increased by an explicit focus on the skills and how they are being developed. Structured reflection is an important aspect of improving awareness and assisting students in documenting their achievements.

Benefits of WIL

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.  1.10  

Benefits for students

WIL engagement has numerous benefits for students 3.1, including:

  • gaining employment more quickly after graduation than students without WIL experience1.5, 6.4;
  • increased confidence in their knowledge and abilities 6.5;
  • increased understanding of work environments and organizational culture 6.5;
  • improved communication, teamwork, problem-solving, research, critical analysis, time-management and self-management skills 2.2, 1.5;
  • an opportunity to develop professional networks;
  • a chance to ‘try industries on for size’1.7;
  • greater enthusiasm for learning and better understanding of the relevance of particular topics 1.5.

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 partnerships

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. 1.12. TEQSA has identified risks that affect the quality of WIL and hence its ability to meet graduate learning outcomes 7.4.    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 WIL1.7;
  • reduced flexibility associated with WIL activities with specific time commitments e.g. placements or practicums 1.4;
  • preference for domestic students by employers using WIL to find and recruit future employees1.1, 1.4, 1.12;
  • ensuring equitable opportunities for and responding to additional challenges associated with student diversity, eg language skills and cultural differences, including for Indigenous students 1.12; low SES and rural students 1.12, support around disclosing and disclosing disabilities or medical conditions 1.1, lower-achieving students 1.7.

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 mentoring

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.