The impact of work integrated learning on student work-readiness

The primary focus of this research was to determine the impact of work integrated learning (WIL) on the development of employability capabilities of students. With the emerging importance of simulation as an alternative or supplement to placement, the impacts of both placements and simulations were examined. Some associated questions were examined relating to the conceptualisation and measurement of employment-readiness and WIL. The contribution of WIL was analysed after controlling for factors such as work experience, progress through degree, age, simulation activities and career-development learning activities. Results from the research highlight the scope of the impact of WIL and its unique contribution to employment-readiness. The conceptualisation and measurement of employment-readiness proceeded through a rigorous process of data analysis. The research findings categorically confirm that WIL placements do have an impact on student work-readiness and contribute to employability capabilities, as do simulated activities. While the impact of placement exceeds that of simulation, the data exposed several key elements of the WIL placement experience that were fundamental to quality student outcomes. Furthermore, from the evidence it emerges that the student experience is enhanced when WIL is embedded and scaffolded across the curriculum both vertically and horizontally.

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