WIL Resources

WIL Resources

Case studies

This section describes and shares quality, innovative WIL practice using case studies about a diversity of disciplines, models and methods. Case studies


ACEN webinars focus on current issues and recent research and are generally recorded and those recordings made available soon after the event. Webinars

Good practice guides

The projects define WIL and validate characteristics of a quality WIL curriculum which ensures opportunities for students to experience highly authentic experiences. Good practice guides


This section provides useful documents for use with and by industry, including sample documents and good practice guides. Industry


Complete proceedings of all ACEN conferences are available here. Conferences


Research reports. Reports


Links to other organisations and useful resources. Links

Creating sustainable WIL programs with WIL in Science – webinar

Creating sustainable WIL programs with WIL in Science – webinar

Date: 31 August 11:00am-12:30pm (AEST) Hosted by: Dr Michael Whelan, Southern Cross University WIL in Science is a program to build WIL experiences in Australian science degrees. The program reaches into all Science Faculties through the Australian Council of Deans of Science and includes peer networks, case studies, and a growing online resource, the WIL Guide for Science. This webinar will present experiences in creating effective WIL leadership and recent research from the program into student engagement.

Elizabeth Johnson

Elizabeth Johnson
Pro Vice-Chancellor, Deakin University

Presenter: Professor Elizabeth Johnson

Biography: Prof Elizabeth Johnson is Pro Vice-Chancellor, Teaching and Learning at Deakin University and is the Director of the Teaching and Learning Centre of the Australian Council of Deans of Science. Liz has worked on curriculum design and teaching practice in biochemistry, quantitative skills and the scientific inquiry as well as in leadership development projects, and has a keen interest in graduate employability. At Deakin University, Liz leads Deakin Learning Futures which delivers Deakin’s online learning environment and supports course development and building staff capability for learning and teaching. Liz has led whole-of-institution curriculum reform projects at Deakin University and La Trobe University and is currently leading a national project on work-integrated learning in science faculties funded through the Office of the Chief Scientist of Australia.

Not able to make it?

The webinar will be recorded and the link published in the newsletter.

International entrepreneurship research project

International entrepreneurship research project

Curtin University is currently collecting data for the Global University Entrepreneurship Spirit Students’ Survey (GUESSS). The study is one of the largest entrepreneurship research projects in the world and the 2019 Australian data collection phase ends on 31 March 2019. GUESSS researches the ways students are exposed to entrepreneurial events, experiences and knowledge while studying at university and how these shaped their intentions to establish or enter into entrepreneurial ventures. In 2016, 50 countries participated in GUESSS leading to a dataset with more than 122,000 completed student responses from more than 1000 universities. Students completing the Australian survey go into a draw for a chance to win a $2000 cash prize. To get your students to participate in the study, please circulate the following message:

Dear student

We want to hear how your experience at an Australian university may have impacted on your intention to start your own business.

We’re inviting you to complete the Global University Entrepreneurial Spirit Student Survey (GUESSS) and share your thoughts with us. It should only take you around 40 minutes.  Hurry, you have until 31 March 2019 to do so.

If you complete the survey, you will go into the draw for a chance to win a $2000* cash prize!

2019 ACEN student scholarships

Eight scholarships of $1,500 provide financial support for students undertaking a work integrated learning (WIL) placement in a regional or remote area of Australia as part of their 2019/2020 university studies.

Applications close on April 30, 2019

Criteria for applicants

The 2019 ACEN Scholarship applicants:

  • Must be from institutions that are financial members of ACEN. (See http://acen.edu.au/list-of-financial-institutions/ for a list of current financial institutions.)
  • Must be studying a postgraduate or undergraduate degree program which requires a WIL placement as a part of their studies, either as a subject or a requirement of the degree
  • Both domestic and international students are eligible to apply.

The WIL placement must be:

  • Undertaken and completed between 1st June 2019 and 30th May 2020
  • Must be 3 weeks or greater duration
  • Undertaken in Australia within an inner regional, outer regional, remote or very remote location which requires relocation. Regional and Remote locations (RA2- RA5)  are noted on the map: http://doctorconnect.gov.au/internet/otd/publishing.nsf/Content/locator
  • Fulltime (4-5 days per week, for a minimum of three weeks duration)

Two-stage submission process

Stage 1: Students complete an online application form (applications close on April 20, 2018Xxxxxxxxxxx).

Stage 2: Short-listed applicants will be invited to submit a 1,000 word account which addresses specific criteria:

  • Evidence of reflection on work-based context and skill development
  • How the WIL placement will support and enhance development of employability
  • Highlight the focus of personal skill development during placement
  • Evidence of clear and concise communication skills.

Applicants will also be required to submit

  • A copy of their most recent academic transcript.
  • A written statement from an institutional representative supporting the application.
  • Evidence that the WIL placement is a requirement of the dgree.

Stage 1 Marking Rubric

Levels of Attainment
Assessment Attributes Poor Good Excellent Exceptional
Address personal aspirations Not addressed or personal aspirations not addressed clearly just reiterating background information or expecting marker to make the link. Ok, personal aspirations mentioned Personal aspirations addressed with links to the other areas – professional skills or placement Personal aspirations addressed with clear links to the professional skills developed and reason for rural placement – inspirational.
How the placement will help to develop your professional skills Not addressed at all or very poor connection. Ok, mention of professional skills that may be developed. Excellent outlining certain professional skills that will be developed and how, or why it benefits them. Clear links between the regional / rural placement and development of employability skills – showing deep level of reflection and forethought.
Why you have elected to undertake a regional and remote placement No reason cited or poor, eg to travel. Brief mention of reason to undertake placement, not built on or marker expected to make the connection. Excellent outlining why they have elected to undertake placement with clear links to one of the attributes above at least. Showing greater level of reflection, career planning with inspirational story and clear links between all assessment criteria, inspirational.

Key Dates

Date Activity
TBC Call for applications
TBC Applications close for stage 1
Short-listed applicants notified and invited to provide a 1,000 word account that addresses specific criteria and send a supporting statement from their institution and a copy of their most recent academic transcript.
Applications close for stage 2
TBC Successful applicants notified


How can students evidence entrepreneurial skills?

How can students evidence entrepreneurial skills?

Vic/Tas ACEN Workshop Invitation:

Evidencing entrepreneurial capabilities through innovative WIL

Innovative and entrepreneurial models of WIL challenge the adequacy of traditional assessment approaches in generating the credible evidence of entrepreneurial capabilities that give students an employability edge for an ever-evolving and complex future.

The ATN Edge Project is addressing such challenges through the co-design, piloting and evaluation of a range of scalable and sustainable WIL assessment approaches in partnership with key stakeholders – national industry and recruiter groups, entrepreneurs, employers, alumni and students.

This workshop is relevant to course and discipline leaders, WIL practitioners, academic and curriculum developers.

This interactive workshop will provide an opportunity for participants to:

  • Explore enterprise and entrepreneurial WIL approaches being implemented in courses across Australia
  • Unpack challenges in evidencing learning and assessment in enterprise and entrepreneurial WIL
  • Work with peers to design curriculum for interdisciplinary WIL experiences which develop enterprise capabilities


  • Thursday 23rd May, 2019
  • 11.00am-1.30pm
  • RMIT University Building 80, level 3, room 15.  445 Swanston St Melbourne Map
  • Cost: free to ACEN members; $20 non-members
  •  As this is a workshop no recording will be available post-event.





The Edge Project is funded by an Excellence in Learning and Teaching grant from the Australian Technology Network of Universities (ATN)

Judith Smith

Judith Smith Director, Next Gen Learning at Queensland University of Technology

Facilitator: Associate Professor Jude Smith

Associate Professor Judith Smith is the Director, Next Gen Learning at Queensland University of Technology. In this role she provides strategic leadership to institutional initiatives and projects in emerging pedagogies and technologies that align to QUT’s real world learning vision and address wicked challenges in teaching and learning. 

Judith is a Board member of Australian Collaborative Education Network (ACEN) and is Chair of the ACEN Research, Scholarship and Professional Learning Subcommittee. She is also leading the multi-institutional research project which is focused on the development of enterprise and entrepreneurial capabilities through emerging models of Work Integrated Learning (WIL).

Main laptop image by rawpixel from Pixabay

2019 Research Grants with ECR open

2019 Research Grants with ECR open

In 2019 ACEN is offering funding for three Work Integrated Learning (WIL) research grants up to $10,000 each and two grants of $5,000 for Early Career Researchers.*

“An ECR is an emerging researcher who is at an early stage of their academic career. Researchers may be eligible to apply if they have been awarded a PhD within 8 years. The award is open to both academic and professional staff.

Applications are invited on topics related to one of the following themes identified through National WIL Strategy and the 2018 ACEN National Research Symposium.

  • Innovative and scalable WIL models
  • WIL and global mobility
  • Leadership in WIL
  • Digital technology enabling WIL
  • Building learner agency and professional identity through WIL
  • WIL practices supporting diverse learners

Scheme Objectives

The grants are intended to:

  • build the capacity of ACEN members including early career researchers and higher degree research students to undertake research into WIL
  • promote and support scholarship in WIL
  • develop effective mechanisms for identifying, developing, disseminating and embedding research-based practice in WIL programs\
  • leverage opportunities for collaboration in WIL research and the sharing of WIL resources.

Funding and Reporting Requirements

These research grants are valued at a maximum of $10,000 plus GST for each full Research Grant and $5,000 plus GST for ECR grants. The projects should be completed within a twelve-month period. Funding will be paid at the commencement of the project on provision of an invoice from the institution. Any unspent funds must be returned to ACEN at the end of the project.
At the conclusion of the project successful applicants will be required to complete a project report which will be published to the ACEN website and to submit a statutory declaration detailing how funds were spent.

  • The grants are available to professional or academic staff of institutions with ACEN Full Institutional Membership.
  • The grants are not available to members of the ACEN Board.
  • Applications that include industry or community organization partners are encouraged.

Application Requirements

The application must be provided as a Word document and not exceed five pages and may be addressed to the ‘ACEN Research Chair’.
Areas that must be addressed in the application are:

  1. Whether you are applying for a full Research Grant of $10,000 or an Early Career Researchers Grant of $5,000
  2. Title of Project
  3. Identification of the relevant theme to the project (see above)
  4. Brief description of project for communication to WIL Community (around 50 words)
  5. Project Lead/s contact details and short relevant bio (100 words max)
  6. Names of other people, institutions and organisations (if applicable) involved in the project
  7. How the project is consistent with vision, mission and aims of ACEN and how it will build on existing research and scholarship in work integrated learning
  8. Aims of the project
  9. Expected Outcomes
  10. Research methodology
  11. Impact of the project and significance to higher education (for example: expected impact on stakeholders, future practice and policy)
  12. Dissemination plan
  13. Overview of project phases and timeline
  14. Project budget
  15. If projects involve creating a website, the project must make clear how the website is to be maintained for up to five years.

Examples of allowable budget expenses include personnel plus on-costs (clerical support, student assistance, etc.), postage, printing, photocopying, travel for conference presentation, telephone and fax costs, and office supplies. Items must be directly related to achieving the research project.

Examples of non-allowable budget expenses include salary for the applicant, indirect institutional expenses, institutional overheads, permanent equipment and capital purchases.

A letter of endorsement from the first named project lead’s line manager must accompany the application. This endorsement indicates support for the project and a willingness to provide time for the project to be undertaken. The letter of endorsement should be attached to the same email as the application.

It is the responsibility of the Project Lead to:

  • arrange ethics approval
  • involve other ACEN members in the process, especially early career researchers, where possible\
  • meet negotiated timelines and ACEN reporting deadlines
  • present on findings at an ACEN event including webinars
  • leverage dissemination opportunities to share good practice including a refereed publication
  • ensure that any resources developed through the project are designed with a view that these are made available for use by the ACEN community and where appropriate a Creative Commons License such as Attribution-NonCommercial-ShareAlike 4.0 International is applied to these resources
  • any publications and resources developed through the project should acknowledge the contribution of ACEN to the project
  • provide details of the refereed publication (when available) to ACEN National Board for dissemination.

Selection Process

The project proposals will be assessed using the following criteria:

  • significance to one or more of the research grant themes
  • quality of the design
  • potential impact and transferability of project outcomes
  • capacity of the project to deliver proposed outcomes
  • involvement of early career researchers (this will be viewed favourably for projects applying for full research grants)

Closing date

Applications must be sent to admin@acen.edu.au by 5pm AEST on Thursday May 2, 2019



Information session

An information session on the research grants will be held via Zoom 12.00-1.00pm on Thursday 4 April, 2019 AEDT. We’ll send you details just prior.

‘Career Ready Graduates’ UA report released

‘Career Ready Graduates’ UA report released

The Australian Collaborative Education Network (ACEN) welcomes the report Career Ready Graduates released this week by University Australia (UA) showcasing the breadth and depth of work integrated learning (WIL) activities across Australian Universities.

The report highlights the benefits of WIL for students and employers and the positive long term impact and contribution of work-ready graduates to the Australian economy. Employers’ satisfaction with the preparedness of graduates to transition from student to employee is a credit to our universities and their industry and community partners.

The UA Report showcases the diversity, reach and innovation of WIL models in Australia and the resultant, strong partnerships forged between universities and industry. Expanding WIL and industry engagement opportunities more broadly across disciplines including STEM areas is also evident from the report. This first national WIL data provides an opportunity for the country, as well as each university, to establish targets and identify areas for further development. A sustainable strategy to enable ongoing data collection for monitoring progress is required.

While the report highlights the great innovation occurring across the sector, ACEN believes strategies for increasing the access by international, Indigenous, regional and remote and low socio economic background students to WIL experiences requires immediate attention. The volume of WIL initiatives is commendable but the attention needs to now focus on the quality of the student and industry WIL experiences. The Australian Higher Education Sector is in need of indicators for the quality assurance of WIL opportunities.

 ACEN is committed to improving access for diverse student cohorts, identifying strategies for assuring the quality of WIL, and supporting and providing incentives and support for industry to engage with universities in providing WIL experiences. ACEN will continue to work collaboratively with the other partners to the National WIL Strategy and advocate for the implementation of more measures outlined in the strategy. The Report released this week is an important step forward in realising the goals of the strategy.


WACE Awards – call for nominations

WACE Awards – call for nominations

WACE is excited to announce the CALL FOR NOMINATIONS for its three prestigious awards: The Donald MacLaren, JR. Academic Award for Professional Achievement in Cooperative & Work-Integrated Education; the Dr. John Curry Employer Award for Professional Achievement in Cooperative & Work-Integrated Education and the Dr. Constantine “Taki” Papadakis Leadership Award for Excellence in Innovation, Entrepreneurship and Commitment to Cooperative & Work-Integrated Education.

These awards are presented every two years at the World Conference. The deadline to submit nominations for these awards is June 1, 2019. Please go to the WACE Awards tab on the WACE website for more information about the awards and a full list of all the criteria for each award www.waceinc.org

Here is a brief overview of each award and the recent recipient for each, respectively.

Mr. Donald MacLaren, Jr. Academic Award

Donald MacLaren Jr., the former Public Affairs Manager of Air Canada, who was an avid supporter of closer working relationships between all cooperative education institutions throughout the world. This prestigious award is to be presented to an individual in recognition of high achievement and continuing commitment to the enhancement of international cooperative education.

Recent recipients:
2009 Olof Blomqvist, University West (Sweden)
2011 Ian Goulter, Charles Sturt University (Australia)
2013 Professor Wichit Srisa-an, Suranaree University of Technology (Thailand)
2015 Dr. Karsten Zegwaard, University of Waikato (New Zealand)
2017 Dr. Norah McRae, University of Victoria (Canada)

Dr. John A. Curry Employer Award

Dr. John A. Curry is President Emeritus of both Northeastern University in Boston, MA and WACE. He served WACE with distinction and has been a major force in its advancement. This prestigious award is to be presented to an individual from industry in recognition of high achievement and continuing commitment to the enhancement of international Cooperative & Work-Integrated Education.

Recent recipients:
2007 Mr. Adrian Jefferies, BP Castro
2009 Mr. Jim Watson, Scottish Enterprises
2011 Mr. William Finke, LEONI Wiring Systems Inc.
2015 Dr. Sampan Silapanad, Western Digital (Thailand)
2017 Mr. Supant Mongkolsuthree, Synnex (Thailand) PCL & T.K.S. Technologies PCL, (Thailand)

The Dr. Constantine “Taki” Papadakis Leadership Award

Dr. Constantine “Taki” Papadakis was President of Drexel University in Philadelphia, Pennsylvania, U.S. for 13 years, where he became a university leader like no other before him. He changed people, brought ideas to life, and improved everything he touched, and during his Presidency Drexel experienced one of the most remarkable and sustained periods of success in the University’s history. Taki was highly respected, both nationally and throughout the world, as a passionate leader and advocate for high quality cooperative & work-integrated education.

Recent recipients:
2011 C.R. “Chuck” Pennoni, Penonni and Associates
2013 Mr. William Howard, CDM Smith (United States)
2015 Ms. Judie Kay, RMIT University (Australia)
2017 Professor Dato’ Seri Dr. Mohamed Mustafa Ishak, Universiti Utara Malaysia(Malaysia)

How to submit

Go to the WACE Awards tab on the WACE website  www.waceinc.org for more information about the awards

Please submit a Letter of Nomination identifying the award, the person being nominated and how this person meets the award criteria.
Please submit to Mr. Marty Ford at Marty_Ford@uml.edu by June 1, 2019.

2018 ACEN Member Survey responses

2018 ACEN Member Survey responses

Key findings from ACEN Member Survey 2018

Conducted in November/December 2018

There were 204 responses in total, 33% from NSW/ACT, 29% from VIC/TAS, 18% from QLD, 10% from SA/NT, and 8% from WA. Of those responding, 37% were academics, 35% were professional staff, and 27% worked in careers, as a head of unit/discipline or other types of roles. Fifty nine per cent of respondents had more than 5 years’ experience in working with, or learning about, WIL.

Respondents’ key interests spanned, almost equally, the following areas: traditional models of WIL (placements/practicums/internships) (17%), industry/community engagement (16%), collaboration between WIL practitioners/researchers/professionals (15%), careers and employability (15%), networking within and between institutions (13%), non-placement activities (12%), and research opportunities (11%).

Responding members were generally very positive about the activities they had engaged in through ACEN with between 65% and 80% finding the following either very beneficial or beneficial: biennial conference, state-level events, national webinars, website resources (including case studies), monthly newsletter and networking.

At the state-level, responding members were most keen to participate in workshops, followed by presentations, research forums/symposiums and expert panels. Almost all respondents indicated that they would like to attend between 1 and 4 events each year. Responses did not vary significantly by State.

Members generally found the newsletter useful with suggestions for improvement largely focused on formatting and presentation.

Regarding advocacy, some suggested ACEN should be actively engaging more with senior leadership at universities, certain government departments and industry. Also, some felt ACEN could be more focused on demonstrating the success of WIL in ways the government understands and values (including gathering data from members to lobby change). The development of national standards, more promotion of WIL in the media, greater connection with peak and other relevant bodies and high schools were also raised.

Broader suggestions for improvement included greater industry involvement at events, a review of individual membership costs, facilitating more face-to-face, online and regional, state-based activities which people from different states (where possible) can access and more professional development opportunities for professional staff.

Finally, some suggested broadening membership to those working in schools and the vocational education sector and there was interest in a national, online community space for sharing good practice and research purposes.

Internships on the Fringe

Professor Jennie Shaw, Executive Dean, Faculty of Arts, University of Adelaide (left) and students.

The University of Adelaide has a major sponsorship agreement with Adelaide Festival that connects creative arts students with some of the world’s most renowned performances.

The two-year agreement builds on historic connections between the University and the Adelaide Festival.

The Executive Dean of the University’s Faculty of Arts, Professor Jennie Shaw, says the partnership will benefit undergraduate students studying Creative Arts and other students in the Faculty, by offering them a variety of internships during the Festival.

“The University has a long history of training the next generation of creative arts professionals,” says Professor Shaw.

“Internships during the Festival will partner students with specific productions giving them an immersive experience of how the arts world works behind-the-scenes.

“First-hand experience of working with the arts industry to deliver world-class productions is of immense value to students.

“A university course will teach students about the theory behind the performing arts, but the value that exposure to the hands-on world of delivering productions and performances, is beyond measure,” she says.

Festival of Arts and Fringe

The Adelaide Festival of Arts and the Adelaide Fringe are annual open-access arts festivals run over four weeks in Adelaide during February and March. Together they combine to make one of the largest, most popular and diverse arts Festivals in Australia. Thousands of artists from around Australia and across the globe participate alongside home-grown talent, in art forms spanning cabaret, comedy, circus & physical theatre, dance, film, theatre, music, visual art and design.

Students from the University of Adelaide are able to find placements and internships across all departments at the Adelaide Festival and the Adelaide Fringe assisting in the day to day management of administration, media, marketing, creative and visual arts, music and the technical aspects of producing the events and shows associated with the Festivals, as well as having the opportunity to work in various departments on specific projects and tasks.

Students who undertake such placements and internships are able to have this unique experience count as an elective course in their degree by enrolling in the appropriate Festival of Arts Internship course, which runs over the summer.

There’s a specific course which connects students to the Adelaide Festival of Arts.

CRARTS 2002 – Creativity and the Adelaide Festival of Arts

This course is run in partnership with the Adelaide Festival of Arts, which will provide students with discounted tickets to selected productions, including Indigenous, theatrical and musical performances and visual art exhibitions, and students will also attend sessions at Adelaide Writers’ Week. Depending on availability, they may also attend special events such as dress rehearsals and Festival Forums. Students will research the origins of a selected work, touching on its relation to conventions of genre, its performance history, the creative decisions that underpin its current iteration, collaborative inputs, and so forth. Students will also be asked to respond to the artwork in their chosen creative form. With input from Festival staff, we will go on to consider the role of the Festival itself, developing an understanding of the curatorial and commissioning roles of festivals in the broader arts ecology, and the current funding landscape of the arts in Australia.

2019 WACE $15,000 CWIE Research Grant

2019 WACE $15,000 CWIE Research Grant

WACE and the WACE International Research Community (IRC) wishes to remind all researchers that theDEADLINE to submit the $15,000 grant application is March 1, 2019.  WACE established the research grant, now in its third edition, to promote research activity that will advance and strengthen the understanding of cooperative and work-integrated education (CWIE) in post-secondary/tertiary education across the globe. One grant of $15,000 will be awarded to the successful application. 

Applications close on March 1, 2019

The grant will focus within one of the identified WACE research themes. The five (5) research themes are:

  1. Mapping and Reconciling Goals and Expectations Across Multiple Stakeholders
  2. Social and Political Trends – including gender, race, socio-economic status,
    and accessibility
  3. Assessment and Evaluation
  4. Graduate Attributes
  5. Transfer of Learning

An awarded study may sample from a variety of disciplines, but the study findings must address one of the themes listed above. 

For more information about the grant, to review the  grant criteria and to access the application please go to

More information, criteria and application

 Please note that only fully completed electronic applications will be considered.

For specific questions about the grant, please contact Dr. Jenny Fleming, IRC Awards Co-Chair Jenny.Fleming@aut. ac.nz

World Association for Cooperative & Work-Integrated Education