Re-examining WIL quality frameworks: factors that impact sustained quality in work-integrated learning
通过加拿大和澳大利亚两个成功工作整合学习项目的案例研究，检验现有质量框架的充分性，发现内部协作、高层支持和政府角色对维持长期质量至关重要。
Higher education institutions increasingly turn to work-integrated learning (WIL) programs to drive practice-based learning and employability outcomes. Explorations of good practice in WIL offer strong understanding of WIL pedagogy, curriculum and operations that support success. Recent comprehensive WIL quality frameworks propose features of WIL programs that drive quality, but it is unclear whether they outline sufficient guidance for new WIL program design and implementation. This dual case study explores highly successful WIL programs in Canada and Australia at the time they launched a second WIL program to examine the lived experience of developing quality WIL programs relative to comprehensive WIL quality frameworks. This insider research is based on interview and reflective data. Findings affirm the importance of WIL pedagogy, curriculum, infrastructure, and systems to support high-quality WIL, key components of existing quality frameworks. However, some aspects – internal collaboration, senior leadership support, and the role of government – are not sufficiently elaborated in extant WIL quality frameworks. Findings suggest that raising awareness about the benefits of WIL, fostering collaboration with non-WIL staff, and nurturing relationships with senior leaders in universities are critical to sustaining high-quality WIL programs over time. Further, governments play a critical role in supporting high-quality WIL by signaling WIL as a priority for higher education practice and funding WIL programs. Thus, nurturing internal relationships and navigating priorities and funding in external environments are critical for maintaining high-quality WIL programs.