Career choice status among undergraduates and the influence of work-integrated learning

Document Type

Journal Article


Sage Publishing


School of Business




Originally published as: Jackson, D. (2015). Career choice status among undergraduates and the influence of work-integrated learning. Australian Journal of Career Development, 24(1), 3-14. Original article available here.


This study examines how work-integrated learning (WIL) influences career choice status among undergraduates (N=91). Career choice status has documented effects on well-being, career satisfaction, career success and, more broadly, organisational performance. Quantitative ratings gauge undergraduate satisfaction with their career choices and structured reflections explore how WIL influenced choices. Findings indicate career choice status is relatively strong among those who have completed WIL as part of their academic studies, more specifically a work placement in their degree specialisation. The placement experience influenced career choice status in four ways: provision of professional networking and expanded career choice opportunities; information and insight into one’s intended career; assistance with the decision-making process on precisely which career to pursue; and identification of strategies to pursue one’s targeted profession. The study develops our understanding of WIL’s contribution to career management and how educators and professional practitioners can encourage informed career choice among undergraduates on work placement.