Good Practice Guide – Debrief

Debrief is the process of having a conversation with the student and industry/community partner (separately or together if appropriate) after the WIL activity. The debrief focuses on reflections on the experience, the learning and/or the design and management of the process.

The purpose of debrief is to structure deliberate opportunities for the student and industry/community partner to ‘download’ and examine aspects of the experience and reflect upon these. The purposes are dual. One is for the benefit of the students; and the other is for the improvement and quality assurance of the WIL activity design and process. The student benefits from reflecting on the learning and the opportunity to divulge or explore unexpected feelings that have arisen as a consequence of the experience. Debrief, when thoughtfully planned and organised, can inform both learning and evaluation of the WIL activity.

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Good Practice Guide – Authenticity

Authenticity means more than just the idea that the student is in the real workplace. There are dimensions to authentic practice being emulated which go way beyond the reality of the workplace situation. These dimensions include appropriate autonomy of practice, associated with appropriate responsibility being taken and assigned, consequentiality of the work done, and the relevance of work tasks to the learning objectives and to the organisation. WIL activities should be designed to be as genuine and realistic in function and purpose as possible.

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Workplace Learning: Get Engaged!

This online, self-paced resource is for practitioners who plan to or are already supervising university students in their workplace. Its purpose is to help you make the most of your effort in student supervision through building really good engagement strategies with universities and students but also with your colleagues.


Assessing the impact of WIL on student work-readiness

The Impact of WIL on Student Work-readiness OLT funded project concluded in 2014 with findings that validated the impact of WIL on the preparedness of graduates for the workforce. With the emerging importance of simulation as an alternative or supplement to placement, the impacts of both placements and simulations were examined.

An extension grant: Developing strategies to maximise industry contribution and engagement with the WIL experience was awarded in 2015. This project further investigated WIL curriculum frameworks and ways to enhance the capacity of industry to support students undertaking WIL.

The projects define WIL and validate characteristics of a quality WIL curriculum which ensures opportunities for students to experience highly authentic experiences of work-place practice, systematically built into curricula. These projects inform strategic curriculum reform investment in universities and related funding decisions across the higher education sector.