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The experiences of students with disabilities are the focus of the study, guided by the research question: What can we learn about inclusive formative assessment in work-integrated learning (WIL) from the experiences of students with disabilities? The capability approach was drawn on to theorize how inclusive formative assessment in WIL could contribute to students' success and well-being. Five narrative interviews with six students were conducted over the course of their first year. The study found that students valued formative assessment tasks that combined engaged learning with preparation for working life. Formative assessment provided opportunities to showcase strengths and develop areas of weakness in a safe space. Above all, students appreciated lecturers who adapted assessment tasks to their needs. The study contributes to an understanding of inclusive formative assessment from the perspectives of students with disabilities and diverse learning needs.

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Student wellbeing is regarded as a salient priority across higher education. Given the growing participation of higher education students in work-integrated learning, it is important to explore how student wellbeing is being supported in this critical learning environment. While student wellbeing must be considered across all educational contexts, wellbeing may be most challenged when working and learning online. The purpose of this research, therefore, was to explore ways in which student wellbeing is supported by program coordinators when students are engaging in online work-integrated learning (eWIL). Seventeen program coordinators across Canada were interviewed and data were analyzed thematically. Thematic analysis generated three main themes: program coordinators' perspectives on their role in supporting student wellbeing, wellbeing supports offered to students engaged in WIL, and intersectional considerations for supporting student wellbeing. These findings advance the discussion of innovative and tailored approaches needed to support student wellbeing in online work-integrated learning environments.

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The paper presents an evaluation of History and Korean Studies [work-integrated learning] WIL internships at Monash University Library, focusing on past students' views of the program in relation to their future career, and past host-supervisors' perceptions of its benefits. Data collection for the qualitative research was conducted through semi-structured interviews with past students and host-supervisors. The results revealed that both past students and host-supervisors expected the internships to facilitate students to gain hands-on experiences and develop 'soft-skills.' There was a gap where past host-supervisors consistently mentioned teamwork in their expectations, yet none of the past students had teamwork as one of their expectations. Both past students and host-supervisors view the program as beneficial for students, therefore, they suggested that the programs continue to be offered. Upon being asked what the benefits of internships were for themselves however, the host-supervisors put forward benefits that were more related to the library.

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Work-integrated learning (WIL) is widely recognised as significantly contributing to enhancing graduate employability. Empirical evaluation of its impact and value is often confined to work-based WIL (internships/placements/practicums), known to pose challenges with scalability and equitable access. Through the lens of experiential learning, this large-scale study draws on national graduate survey data (n = 76,261) to investigate the impact of three different types of WIL (work-based/non-workplace/global) on perceptions of employability and skill outcomes across undergraduate and postgraduate (coursework and research) programmes and disciplines. Findings support the widely evidenced link between work-based WIL and perceived improvements in skills (foundation/adaptive/collaborative) yet show greater gains from WIL not based in the workplace, particularly for collaborative skills and among postgraduates. Further, global WIL appears to provide an important opportunity for developing highly sought-after adaptive skills in new graduates. In contrast, work-based WIL was particularly effective in enhancing graduates' perceptions of overall preparedness for employment, although varying by discipline. Findings therefore demonstrate the value of embedding and scaffolding various forms of WIL throughout study programmes to support perceived employability.

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This article describes students' experiences of different activities arranged by a Swedish university in connection with their internship. The article presents two approaches for conducting seminars while students are on an internship. One student group attends formal, structured seminars while the other group attends seminars in the form of focus groups called huddles, where the theme of conversations is carefully selected and has its origins in students' narratives on their authentic experiences during the internship. The more 'traditional' formal seminars are perceived by the students as scattered, while the conversational approach based on personal experiences helps students to develop a professional identity. Conversational focus groups were perceived as the pedagogical measure that contributes most to students' development. This research emphasized the deep learning afforded students and the insights emerging from the conversations. The organic nature of the conversations enabled development in both intended and unintended learning outcomes.

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Annually, thousands of post-secondary students studying accounting in Canada participate in the Chartered Professional Accountant Recruitment (CPA Recruit) process to secure employment with accounting firms. Despite the competitive process, there has been negligible research studying how students secure these coveted positions. This qualitative research study explored the lived experience of ten students throughout the recruitment process, identifying 119 success strategies. Fink's taxonomy of significant learning, a conceptualized model that focuses on high quality teaching and learning, was used to categorize the strategies. Findings revealed that while having foundational discipline-specific knowledge was important, intra- and interpersonal skills were deemed more important in helping participants effectively apply and integrate their learning, ultimately demonstrating their ability to transfer learning between contexts. Implications and recommendations are discussed for academic programs to enhance curricular and co-curricular components for students to strengthen and transfer soft skills, and for organizations and professional bodies to improve recruitment practices.

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This study investigated PhD candidate feedback on research and employability skills training, delivered via work integrated learning (WIL) within an alternative doctoral training model. Voluntary feedback was received using a mixed-methods survey consisting of 10 quantitative statements reflecting on learning, and qualitative feedback comprising best aspects and needs improvement comments. The results indicate candidates highly valued the WIL-based assessments, teacher interactions, workload, research-relevant problem-solving frameworks, work related knowledge and skills, and confidence-building. The qualitative analysis also revealed some PhD candidates desired more peer interactions early in candidature. The study reinforces four emerging design principles for WIL in doctoral programs and provides a contemporary evidence-base for improving alternative doctoral training programs. Areas for further research include: understanding training motivation and needs including content complexity, internships, and culturally and linguistically diverse (CALD) candidate needs; bench marking engagement with doctoral WIL; increasing doctoral peer interactions; WIL for new technologies; and communicating the value of doctoral WIL.

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This study investigated the role of work-integrated learning (WIL) programmes in developing work readiness among graduates of higher learning institutions in Tanzania. The Tanzania Public Service College was used as a case study. The authors investigated students', employers' and college trainers' perspectives about WIL programmes. The study used a descriptive research design which included in-depth interviews with ten employers, focus group discussions with twenty college trainers and a questionnaire administered to 1,361 post-placement students. Of these students, 728 completed the questionnaire, a response rate of 53.5 per cent. A literature review on WIL was also undertaken, including on the role of technical and vocational education and training. The findings clearly show that participation in WIL programmes is useful to students in terms of non-academic learning and career development, particularly when they can apply the generic skills learned in the classroom to the workplace with the support of work and academic supervisors. This was confirmed on the basis of students' knowledge and skills, workplace requirements and the relevance of tasks performed during work placements. Overall, the research findings indicate that the WIL ecosystem is valuable and worth pursuing by higher learning institutions in Tanzania. In addition, efforts to impart cognitive and socio-behavioural skills to students need to be prioritised to better prepare them for the changing nature of employment.

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Work-integrated learning (WIL) is playing an increasing role in preparing students with the skills and experience needed for the job market. Not all students experience WIL equally and many encounter barriers at different points in the process. This report from the Higher Education Quality Council of Ontario (HEQCO) finds that women, those with disabilities and immigrants have significant disparities in their experience with WIL. System-wide administrative data on WIL in Ontario is currently unavailable but would allow policymakers and researchers to further investigate the differences between demographic groups and develop more inclusive and responsive programs.

HEQCO recently published a report, 'Working (and learning) online: improving remote work-integrated learning experiences for students and employers' [available in VOCEDplus at TD/TNC 156.54], discussing the benefits and challenges of remote-based WIL, based on a fall 2021 survey of 312 students asking questions about their experience and satisfaction during their WIL placements in the 2020-21 academic year. This data set was used again to examine student experiences and varying rates of satisfaction with WIL across institutions, sectors and academic programs, and across delivery types (i.e., remote or in-person) through the lens of identity, including gender, disability and immigration status.

Respondents who identified as men were 10 per cent more likely to say they were satisfied with their WIL experience compared to women. Women were more likely to be in unpaid WIL placements, more likely to say they felt uncomfortable at work, that they had challenges with work culture and that they experienced barriers during their WIL. Additionally, women experience harassment and inappropriate behaviour in WIL disproportionately with 20 per cent of women in in-person WIL placements reported experiencing unwanted sexual behaviour during their placement compared to only 1 per cent of men. Students with disabilities were less likely to express satisfaction in WIL than students without disabilities, particularly in the application and interview stages of the process. They also were more likely to experience mental health challenges and feelings of being ignored by others in the workplace. Immigrants expressed a similar level of satisfaction with their WIL experience compared to students who were born in Canada. However, they reported greater challenges at the application, interview and hiring stages. Immigrants were also 23 per cent more likely to say they experienced barriers during the WIL placement itself.

Data about diversity and inclusion in WIL are scarce and evaluations rarely include a diversity lens. A lack of data reflecting the personal lived experiences of underrepresented students makes it difficult to address equity gaps in WIL activities and outcomes. Surveys and qualitative research are useful tools for identifying gaps at a high level and illuminating areas for further research, but in the absence of system-wide data it is not possible to conduct analyses within smaller populations, such as individual First Nations groups within Indigenous groups, specific identities within the LGBTQAI+ community or disaggregating data for racialized students.

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This research studies the educational process of the Work-integrated Learning (WIL) program in a case study of engineering faculty, at Rajamangala University of Technology Lanna (RMUTL), Thailand. The opinions of students and teachers who participated in the WIL program are investigated. In this regard, during the academic year 2020-2022, we applied for the 'The Questionnaire about the Educational Process in WIL program'. The questionnaire was sent to a sample of 120 students and 50 teachers. The subjects answered to questions regarding the roles of students, teachers, factory trainers, the quality of curricula, the effectiveness of teaching methods, the establishment, and university and executive support, in the WIL program. The conducted study shows the necessity of developing WIL curricula and strengthening a modern WIL learning process. WIL had an impact on students' increased responsibility and organizational communication. Teachers and factory trainers were obliged to have integrated performance of their teaching skills. New courses should be created expressly for WIL to reduce study time and interact with the workplace. The WIL model should also be improved student learning effectiveness. To effectively handle and administer the project with the backing of the executive's policy, the administrative framework and structure should be established.

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