Benefits of work-integrated learning for students
Document Type
Journal Article
Publication Title
The Routledge International Handbook of Work-Integrated Learning
Publisher
Routledge / Taylor & Francis
School
Strategic and Governance Services Centre / School of Business and Law
Abstract
The authors aim to assist work-integrated learning (WIL) stakeholders in identifying and understanding the broad range of evidenced benefits for engaging in WIL. The chapter features a synthesis of empirical higher education research on the benefits of WIL across various dimensions of student employability. The introduction briefly considers the meaning of WIL and employability, as both are considered in this chapter, and discusses the scope and framing of the synthesis informed by a review of the relevant literature. The gathered literature is summarized in tabular form across the dimensions of employability and then discussed through the lens of Tomlinson’s graduate capitals model, which defines five types of capital (human, cultural, social, identity, and psychological) as they relate to employability. The discussion elaborates on caveats associated with the documented evidence and considers employment, often used as a proxy for employability, in relation to WIL. The chapter concludes with insights gained in respect to future research.
DOI
10.4324/9781003156420
Access Rights
subscription content
Comments
Jackson, D., & Cook, E. J. (2023). Benefits of work-integrated learning for students. In K. E. Zegwaard & T. J. Pretti (Eds.), The Routledge International Handbook of Work-Integrated Learning (Chapter 6). Routledge / Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003156420-8/benefits-work-integrated-learning-students-denise-jackson-elizabeth-cook