WIL: Financial Stress Associated with Student Placements

ACEN Research Grant

Work Integrated Learning in Social Work and Human Services: An Assessment of Financial Stress Associated with Student Placements

Mark Brough, Ignacio Correa-Velez, Phil Crane, Eleesa Johnstone and Greg Marston

School of Public Health and Social Work, Queensland University of Technology

December 2014

Final report

Enhancing WIL Outcomes for International Students

Report by Dr Denise Jackson and Professor Ken Greenwood, Edith Cowan University

This project canvassed employer, academic and student perspectives on current practice, challenges and barriers to managing Work-Integrated Learning (WIL) for international students in Western Australia (WA). It identifies strategies for stakeholders to enhance WIL offerings, thereby improving international students’ employability and making Australia a preferred study destination.


Third party provider engagement

There has been sector-wide recognition of the increased need for a streamlined, quality-assured process for engagement with third party providers (TPP) to minimise duplication of effort and maximise outcomes for students.

The Australian Collaborative Education Network (ACEN) has worked in collaboration with The University of Queensland (UQ) to produce best-practice guidance on the development of collaborative relationship with TPPs.

The guide builds on best-practice, including the IEAA Guide to Working with TPPs, provides an introduction to engaging with TPPs, and provides suggested resources that individual universities and stakeholders can adapt to their specific requirements.

This is a living document and we invite feedback about content and applicability. Suggestions for additions and amendments should be sent to admin@acen.edu.au

Third party provider document

HERDSA Guide – Work Integrated Learning in the Curriculum

herdsa-guide-cover copyEdited by Sonia Ferns

Work integrated learning (WIL) connects students with industry, business, government and community with the intention of creating authentic learning experiences that strengthen students’ capacity to develop work-ready skills. WIL has emerged as a key strategy for educational institutions in response to changes in tertiary education and the demand for graduates with work related capabilities.

This HERDSA Guide highlights the uniqueness of WIL and the opportunities and challenges it affords. The Guide provides insights into curriculum design, performance-based assessment, academic standards, risk management, institutional leadership, building staff capacity and evaluation strategies for WIL. The Guide offers a range of existing, new and emergent perspectives about WIL in a global context and provides useful information for practitioners and institutional leaders.


Work Integrated Learning: Workload and Recognition Review


By Merrelyn Bates (Griffith University)
12 February 2010

The purpose of this document is to report the findings of a survey directed to WIL staff (both academic and general) across the Griffith University sector. It follows an initial study – Workintegrated Learning: Academic Workload and Recognition – published in 2007 (Bates & The Engaging Students in the Workplace (ESiWP) Working Party, 2007), which had been initiated by Professor John Dewar in his role as Deputy Vice-Chancellor (Academic). The goal of this investigation was to present a scholarly and detailed evidence-based analysis of the WIL workload issues identified by academic and general staff. This paper is not addressing issues of ‘good practice’ but is an analysis of the duties that are associated with WIL courses offered across the University. The final report and its recommendations have been provided to Professor Sue Spence (Deputy Vice-Chancellor (Academic) for her consideration.