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Research indicates that work-integrated learning (WIL) experiences enable students to develop both generic and work skills as well as helping students identify their future academic and career directions. This study used pre- and post-survey instruments to evaluate the effectiveness of a WIL placement to develop work skills of students in different academic programs of a university in Thailand. This research was based on an Australian work skills development framework model. The analyses of the pre- and post-survey results on 584 co-op students indicated notable changes in student work skills performance after entering the workplace. The program difference in work skills is significant between the groups when analysis of co-variance (ANCOVA) test was applied using pretest-placement as covariates. The positive learning gains suggest that WIL enables students to acquire confidence, building work skills particularly in 'initiative/motivation to engage', and attain the ability to self-reflect on whether they have contributed to improved productivity in the workplace.

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In the current context of [Coronavirus Disease 2019] COVID-19 and the limited availability of physical workplace settings for work-integrated learning (WIL), this study explores the intervention of a WIL pedagogical strategy in order to support career development learning during the pandemic. The innovative Entrepreneurial Mindset (EM) reflective model introduced at a Mexican University employs experienced entrepreneurs as professors and mentors to teach entrepreneurial mindset reflection via online modality. The effectiveness of the model as a teaching and learning tool is assessed in a class survey of 203 students. The study concludes that although the application of the EM model to the curriculum is well suited to a non-physical workplace environment, the survey to assess mindset reflections could have been conducted both at the beginning (pre survey) and at the completion (post survey) of the course, to assess any changes in mindset reflections between pre and post. However, the introduction of 'growth' mindset reflections to a curriculum is a significant contribution to WIL literature and a valid COVID-19 strategy.

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Teaching for work-integrated learning (WIL) competency is largely directed at delivering knowledge based cognitive skills with little emphasis on affective skills. This study looks at empirical evidence of WIL students through their understanding of the cognitive and affective domains. The research is based on a validated employability framework, the work skills development framework (Bandaranaike and Willison, 2009), to assess core employability competencies of 138 WIL students and feedback from 111 employers. Statistical analysis was used to compare variations in the application of cognitive and affective skills. The study concluded that whilst overall students had limited understanding of affective skills, employers emphasized the need for greater affective skills in the workplace. In order to unlock the potential of the cognitive skills and for a deeper understanding of affective skills, this research introduces the concept of emotional work-readiness as a pathway for building work-readiness capacity.

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In the current context of [Coronavirus Disease 2019] COVID-19 restrictions, the perceived infection risk in healthcare facilities has resulted in limited opportunities for clinical placements. This paper aims to demonstrate how virtual WIL clinics (virtual simulated general practice clinics), provide an authentic clinical experience and to ascertain whether these virtual clinics allow the practice of generic WIL competencies. The clinics provide students with WIL experience without the face-to-face contact of a physical clinic via telehealth. The practice of WIL through virtual WIL clinics at James Cook University, Australia, is assessed using the Work Skill Development (WSD) framework via GoSoapBox surveys. Students surveyed (N=66) expressed a high level of motivation to engage, reflect and learn through this medium. The survey also highlighted some possible areas of improvement in time management and communication. Virtual WIL clinics are a suitable substitution for WIL clinical activity and ideally suited to the COVID-19 context.

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The thinking required by higher education student engagement in research processes may segue into the development of students' work skills, enabling them to professionally transition to the workforce. However, although this transition may be facilitated before and during Work Integrated Learning [WIL] experiences, there is typically a gulf between the skills taught in higher education and skill requirements of industry. To address these challenges faced by WIL, and to connect students more effectively with contemporary and future employer needs, the first objective of this paper is to provide an overview of the use of a validated generic employability framework, the Work Skills Development [WSD] framework, and the second objective is to provide evidence about the framework's effectiveness when used to articulate work skills and student autonomy. This overview of the WSD and its uses contributes to WIL pedagogy and has direct applicability to tertiary educators' contribution to the development of student work mindset to bridge the gap between tertiary institutions and industry requirements.

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