Employability skill development in work-integrated learning: Barriers and best practice
Abstract
Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students acquire essential skills during work placement. This paper investigates best practice in the classroom and placement activities which develop employability skills and identifies factors impeding skill performance during WIL, based on survey data from 131 undergraduates across different disciplines in an Australian university. What students actually experienced during placement, or what they felt was important to their learning, broadly aligns with best practice principles for WIL programs and problems experienced in performing certain skills during placement can be largely attributed to poor design. Implications for academic and professional practitioners are discussed.
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Fleming et al. delineate a continuum of engagement modes from discrete guest lectures or site visits through moderate input like case studies and projects to high-level collaborative development of programs and courses.
“Fleming et al.26 delineate a continuum of engagement modes from discrete guest lectures or site visits through moderate input like case studies and projects to high-level collaborative development of programs and courses.”
From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [26]
According to Jackson, career readiness involves the development of transferable skills, proactive career management, and integrating academic knowledge into practical applications.
“According to Jackson, career readiness involves the development of transferable skills, proactive career management, and integrating academic knowledge into practical applications26.”
From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [26]
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- Authors
- Jackson, D.
- Affiliations
- Edith Cowan University (AU)
- Corresponding author
- Jackson, Denise
- ORCID
- Jackson, Denise
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2014-01-09
- Volume
- 40
- Issue
- 2
- Pages
- 350-367
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W2172225492
- Cited by
- 762
- References
- 53
- Citations by year
- 2026: 123 · 2025: 67 · 2024: 66 · 2023: 80 · 2022: 95 · 2021: 80 · 2020: 60 · 2019: 63 · 2018: 51 · 2017: 38 · 2016: 28 · 2015: 8 · 2014: 1 · 2013: 1
- FWCI
- 128.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Higher Education (publishedVersion)
- Australasian Journal of Paramedicine (submittedVersion)
- Topics
- Social Sciences › Education › Higher Education and Employability
- Social Sciences › Education › Vocational and Entrepreneurial Education
- Social Sciences › Safety Research › Disability Education and Employment
- Keywords
- work-integrated learning, employability skills, internships, barriers to skill development, best practices, undergraduate students, program design, skill acquisition
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