WIL-power

The Durban University of Technology (DUT) phased out the National Diploma: Surveying and the B-Tech: Surveying qualifications and introduced a new qualification, Bachelor of the Built Environment (BBE): Geomatics in January 2018. Work integrated learning (WIL), which is also referred to as experiential learning (EL), emphasises workplace learning encompassing a career-focused educational strategy, inclusive of classroom-based and workplace-based forms of learning that are appropriate for a professional qualification. WIL has become an integral part of the teaching and learning pedagogy within the surveying profession at a national diploma level across many of the technikons and universities of technology (UoTs) nationally over the past few decades, including the DUT. WIL has become widely recognised as the cornerstone of student development because this interaction with industry encourages students to understand and appreciate the mechanisms of real WPL and the dynamics of a professional working environment, with the opportunity to reflect on their strengths and weaknesses while inculcating a sense of work identity and professionalism. Sattler (2011) explained that the term WIL is often used interchangeably with work-based learning, practice-based learning, work-related learning, vocational learning, experiential learning, co-operative education, clinical education, internship, practicum, and field education etc. For the purposes of this study, the terms ‘experiential learning’ and ‘work integrated learning’ will be used interchangeably. WIL has now been excluded from the new BBE: Geomatics qualification, as this qualification seeks to be more academically oriented and aligned. However, the lack of a WIL component could possibly result in a graduate who exhibits deficiencies in practical knowledge, technical skills, and work-related proficiencies when compared to the traditional survey technician/technologist that industry has become accustomed to over the years, which may have further detrimental consequences for the learner and the industry sector. The aim of this study was therefore to investigate and evaluate the historical impact of EL in terms of the impact on the student’s personal and professional development, in the National Diploma: Surveying programme, and to evaluate the relevance of WIL in the geomatics programme at the DUT. Data was collected through interactions with industry practitioners within the surveying and geomatics fraternity in the KwaZulu-Natal (KZN) region. The motivation for the study was to increase our understanding of industry’s perspectives on WIL to assist in terms of informed decision making and best practices, which will be beneficial to all stakeholders. There is an abundance of supporting literature highlighting the relevance and benefits of WIL which has been widely acknowledged as a vehicle for contributing to student development and increasing graduate employability outcomes. Dressler and Keeling (2011, cited in Baker 2014), summarised over 100 research publications on the benefits of WIL, regarding academic, personal, professional, and work skill development aspects. Smith (2012, cited in Wingrove and Turner 2015) explains that WIL creates the opportunity for higher education institutions (HEIs) to design, refine and teach curricula that are responsive to current and future workplace requirements, equipping students with the knowledge and capabilities to actively engage with industry and community partners, and improve work readiness. The study was conducted by employing a mixed-method approach incorporating quantitative and qualitative methods. The quantitative method however was the predominant technique since it constituted a significant part of the study. Quantitative techniques involve data collection, organisation, analysis, interpretation, and presentation of numerical data in both tabular and graphical formats. Appropriate statistical techniques were applied through the use of SPSS data analysis software. The qualitative method involved brief analysis of employer comments from the experiential training (ET) report data set and feedback from the open-ended question on both questionnaire surveys. The findings confirmed that the EL in the National Diploma: Surveying had a positive and meaningful impact on the development of the Diploma graduate. Further, the findings are that there is significant consensus from industry and students regarding the importance and relevance of WIL in promoting an enriching career focused education, and in facilitating the acquisition of discipline knowledge, practical proficiency, graduate attributes, employability skills, and core competencies that will culminate in an all-round holistic graduate to meet the needs of a modern workforce for the various industry sectors. Some of the recommendations arising from the study to support informed decision making going forward include: implementation of a six or twelve month WIL programme, increase in industry engagement and collaboration, implementation of WIL simulation methods, establishment of a survey camp, WIL staff industry secondment, and reintroduction of the WIL empowerment project.

Internationally, work Integrated Learning (WIL) is a required component of the National Diploma in Office Management and Technology. WIL is undertaken by undergraduate students with the participation of the academic coordinator from the university and a workplace mentor. Issues around mentorship appear to be one of the main challenges. Mentorship, in this study, is understood to involve an interaction or agreement between student, workplace mentor and university WIL coordinator. The problem identified was that this system is known to lack coordination and focus. The study was conducted at the Durban University of Technology (DUT) and at Mangosuthu University of Technology (MUT). This research employed mixed methods. The quantitative method involved a questionnaire designed to gather the experiences of a sample size of 90 students in all. Semi-structured interviews were also held with the WIL academic assessors from the two Universities, in order to allow them to open up about some sensitive issues. Online open-ended questions were designed and sent to workplace mentors. Similar questions were asked of all the stakeholders. The study concludes that WIL generally lacks sufficient interaction between stakeholders and that therefore the desired outcomes of mentorship are not fully met. While students were satisfied on the whole with the organizations they worked for, they were less happy with the support the universities were providing. The statistics from the students’ questionnaire indicate that not all students were visited while on WIL, while workplace mentors indicated that they are not provided with appropriate guidance from the universities. Electronic communicative support by the universities also proved to be insufficient, with many students indicated that they are not happy with this personal contact they experienced. Manpower and workload were found to be the main challenges faced by the universities in providing sufficient support. There is only one WIL academic assessor responsible for all the students on WIL in each of the universities. The research suggests that the university’s WIL coordinators should undertake a round of visits to companies before the WIL period and, if they have facilities appropriate for offering experiential learning tasks, then they could be formally accredited for this purpose. It is also suggested that the universities offer workplace mentors more formal guidance and an induction programme. There could also be a policy statement as to how many contacts should be made with the students while on WIL. A suggestion is also made that WIL should take place in the second year as well as the third and, if possible, that the WIL period should be extended. All stakeholders confirmed that mentorship plays a huge role in the effectiveness of WIL and that closer interaction between stakeholders would be beneficial.

This chapter describes the elements of work-integrated curricula, and draws on 19 years of operational experience of work-integrated learning (WIL) at Middlesex University in the United Kingdom, which has demonstrated that WIL is not just about vocationally orientated subjects. It defines WIL and considers the elements of constructing a negotiated WIL curriculum including learning agreements, reviews, projects and reflective practice. WIL has a focus on higher education level knowledge, skill acquisition and application. The starting point for WIL programs is often a forward-focused review to establish what relevant knowledge and skills the individual brings to the program, which can lead to formal accreditation via recognition of prior learning. WIL has at its core reflection on experience in order to make sense of that experience by relating it to abstract concepts or theories. WIL also provides the opportunity to test out theories through active experimentation and engagement with real world problems.

Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem we examined the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes. Indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. As we consider how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy.

Purpose This paper explores how flexible assessment aligns with Luk and Chan’s (2024) three principles of effective work integrated learning (WIL) assessment: adaptive design, student ownership and self-reflection, and presents a practical implementation process for introducing flexible assessment into WIL, balancing student autonomy with administrative feasibility, industry partner needs and learning outcomes. Design/Methodology/Approach A qualitative case study explores Master of Business students in a capstone WIL unit at an Australian university, analyzing their experiences with flexible group assessment, and outlines a process for its introduction into WIL. Findings Students reported transformative experiences when given control over their learning, supporting self-determination found in prior flexible assessment research. Findings demonstrate that flexible assessment in WIL fosters meaningful industry partnerships while developing crucial workplace communication and problem-solving skills. Research limitations/implications The case study is limited to a single marketing unit at one Australian university and focuses exclusively on group assessment. Future research should explore flexible assessment in individual WIL contexts and across different disciplines to enhance generalizability. Practical implications A five-step implementation process for integrating flexible assessment into WIL is outlined, balancing student autonomy with administrative feasibility and industry partner expectations. This process can be adapted across disciplines with modifications to support authentic learning experiences. Originality/Value This paper enhances understanding of flexible assessment by examining its application in group contexts and offering a model applicable across disciplines, addressing the previously underexplored intersection of flexible assessment and work-integrated learning.

The integration of technology has profoundly influenced language teaching and learning practices. Emerging technologies such as generative artificial intelligence (GenAI) are poised to shift educational paradigms even further. This research examines the use of AI-aided learning tools from the perspective of language teachers. The study engaged teachers from different tiers of schools, both secondary and tertiary institutions, in Hong Kong as participants. These participants evaluated and provided feedback on their overall views on their use of GenAI-aided language teaching and learning. Through a qualitative grounded theory approach to the data set of semi-structured interviews, this study aims to understand language teachers' views of the application of AI tools in classrooms, as well as the overall teaching and learning experience, with consideration to the tiers of schools in which the teachers were employed. Preliminary findings suggested varied opinions on the practicality and impact of AI tools in language education, highlighting both potential benefits and challenges. These insights are crucial for developing innovative teaching strategies that align with contemporary educational needs as well as the continual call for advancement in teacher education. This study contributes to the ongoing discourse on GenAI development in language education, offering valuable implications for curriculum design and instructional practices in secondary education.

This paper reflects on the introduction of project‐based learning (PBL) into a postgraduate engineering management unit, as a form of work‐integrated learning (WIL) extending the practice of students and their engagement with industry. The real life and authentic PBL was designed and implemented in extensive consultation with industry practitioners. WIL has often been conceptualized as a process of induction and introduction to workplaces and work practices. However, such models do not easily translate to postgraduate students with existing workplace experiences. The experience of this unit suggests that there is an intersection between PBL and WIL which may provide a pathway for broader student–industry engagement, scaffolding the development of professional networks and practices for students already within an engineering workplace, and allowing students to transform their practice and improve workplace capabilities. This paper presents a case study of the experience of students who have participated in an industryled and assessed project based learning experience as part of a unit in the Masters of Engineering Management course. Student satisfaction and engagement with the unit was extremely high, with students self‐reporting increased levels of confidence and ability to apply theoretical knowledge. It is concluded that through the integration of project‐based and WIL it is possible to create authentic learning experiences for postgraduate students which enable transformative practice and capability development.

Purpose This study aims to position work-integrated learning (WIL) as a transformative pedagogy for international business (IB) education. By embedding diversity, equity and inclusion (DEI) into WIL, the authors demonstrate how universities can better prepare IB students to navigate global challenges and thrive in multicultural, dynamic business environments. WIL brings together students, industry and higher education providers to meet the needs of the labour market, where DEI increasingly matter from both a business case and social justice perspective. Building on over 30 years of cumulative experience in industry engagement and WIL, the authors discuss key forces, trends, challenges and opportunities in co-creating inclusive WIL opportunities for an increasingly diverse group of learners. Design/methodology/approach Drawing on illustrative examples and institutional best practices the authors discuss the experiences in WIL and posit that a practically driven pedagogical approach to IB education can co-create an inclusive WIL environment. Findings Embedding DEI within WIL not only enhances inclusivity but also equips IB students with critical skills such as cultural intelligence adaptability and emotional resilience. These capabilities enable learners to effectively navigate the complexities contexts and connections unique to IB as a field. The authors argue for a systematic DEI-driven WIL approach to foster better integration of academic knowledge with real-world IB practices. Originality/value Existing literature discusses WIL as a practice-based learning approach but limited research examines its intersection with DEI in the context of IB education. The viewpoint bridges this gap showcasing specific strategies and best practices that enhance IB students’ readiness for global industries. The authors propose a framework for embedding DEI into WIL informed by both institutional initiatives and theoretical insights to improve employability and global competence diversity co-creation equity and inclusion.

Work-Integrated Learning (WIL) is an experiential learning approach that merges theoretical academic knowledge with meaningful reflective workplace experiences. WIL is more than just work experience, it enhances graduate competencies and attributes and provides a point of difference that sport management employers’ value. This chapter focuses on WIL in New Zealand and the pedagogies used to enable sport students to develop their preparedness for employment in a supported environment. The reflective WIL process aims to enhance aspects of students’ personal growth and professional development. WIL involves focusing on developing aspects of students’ self, and also enhances their boundary spanning competencies (soft skills) and a depth of discipline understanding (hard skills). It is recommended that WIL is part of the whole course of study, involving partner organisations rather than as a stand-alone component, thus embedding workplace and WIL opportunities within purpose-designed curricula and co-curricular activities. The WIL experience can also provide graduates’ life-long learning as potential ‘super-mentors’ of future WIL students.

Though teacher conceptions of mobile language learning might affect their own language learning and their teaching practices, this is an area seldom examined. To address this paucity of research, fifty-nine students in an MA ELT (English Language Teaching) program, the majority of whom were in-service teachers, were investigated, via an open-ended survey, as to their understanding of mobile language learning and how they undertook mobile language learning and teaching. The results revealed that over eighty percent of the students understood mobile language learning as learning at any time and in any place or as the use of mobile technologies for learning. The participants mainly used mobile devices to practice their listening, reading and vocabulary. A cross-sectional analysis demonstrated that conceptualizing mobile learning as learning at any time and in any place is linked to the practices of listening, reading and online classes, while the conception of mobile learning as using mobile technologies is primarily associated with learning vocabulary, which indicates that conceptions of mobile learning are connected to learning practices. In terms of teaching, the participants reported mobile devices offered the most assistance via enhancing teaching effects, offering richer resources, helping with assigning homework, and communication with parents and students. The findings contribute to our understanding of teacher conceptions of mobile language learning and their teaching practices, which bear significant implications for mobile pedagogy and teacher education.

This study explores the integration of entrepreneurial thinking into Work-Integrated Learning (WIL) for Medical Laboratory Science (MLS) students, aiming to enhance their readiness for the evolving healthcare landscape. A sample of 65 students from a Biomedical Sciences program participated in the research, utilizing a five-point Likert scale questionnaire based on Kolb’sKolb, D.A. Experiential Learning TheoryKolb’s experiential learning theory. Data analysis identified patterns across the four key phases of experiential learning: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. The findings highlight that while MLS students excel in technical competencies, there is a significant gap in advancing entrepreneurial skills. Concrete experiences centered on problem-solvingproblem-solving, but opportunities for collaborative activities and exposure to entrepreneurial ecosystems were limited. Reflective practices, such as feedback and supervisor guidancesupervisor guidance, were crucial for student development, but the integration of entrepreneurial frameworks like Effectuation Theory and the Lean Startup Method into the curriculum was insufficient. The study suggests a comprehensive framework for incorporating entrepreneurial thinking into MLS education through WIL, emphasizing hands-on learning, structured reflection, and industry partnerships. The research advocates for the inclusion of entrepreneurial concepts in MLS curricula, enhancing students’ ability to innovate and address healthcare challenges. This approach not only strengthens their professional competencies but also equips them to drive healthcare innovation and societal impact.

TVET colleges in South Africa are primarily tasked with preparing students for the workplace. However, employers noted dissatisfaction in the skills and abilities of students entering the workplace. A possible reason for the poor preparation of students may have been found in past research. The curriculum at TVET colleges, as elsewhere in higher education, is very Eurocentric and theoretical in nature. The need for decolonisation of the curriculum thus arises. A decolonized curriculum prepares students to work in a variety of social contexts and considers issues like poverty, inequality and unemployment. A decolonized curriculum needs to include content and context derived from local sources, and need to connect theory with practice. It is thus expected of TVET lecturers to interpret and link theoretical content from the curriculum to the needs of local sources, workplaces and industry. TVET lecturers thus need to have knowledge and experiences from a variety of backgrounds. Past research indicated certain lecturers lack workplace experience and qualifications. It was found that intermediate and FET (grade 10‒11) qualified teachers and graduates from universities who lack workplace experience are employed at TVET colleges. Lecturers who lack workplace experience may find it difficult to link content with the needs of the industry for which they have to prepare their students and may not know how to link theory with practice during lessons. Teaching and learning at TVET colleges require concrete experiences and deliberate encounters. Actual, concrete experiences change the perspectives of students and lecturers and affects them profoundly, which can be seen as a pedagogic piligrimage (Davids and Waghid 2019, 7). To address the latter, SSACI, a Swiss-South African initiative launched a work-integrated learning (WIL) project to identify lecturers that are only equipped with a teaching qualification and lack workplace experience. The work-integrated learning program flared up lecturer’s experience of work-integrated learning and increased motivation and enthusiasm, as they were able to integrate the examples learned from the workplace, to make lessons and lesson preparation more interesting. In addition, lecturers were able to tell students what to expect after graduation when they enter the workplace. A factor that negatively influences the effectiveness of work-integrated learning is the lack of policy supporting the program.

A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

Book review: Richard F. Young, 2009: Discursive practice in language learning and teaching. Supplement 2 of Volume 58 of Language Learning. 267pp. Volume 6 in The Language Learning Monograph Series. Series Editor: Lourdes Ortega. ISNN 0023-8333