Author Identifier

Denise Jackson: https://orcid.org/0000-0002-7821-3394

Document Type

Journal Article

Publication Title

International Journal of Management Education

Volume

23

Issue

2

Publisher

Elsevier

School

School of Business and Law

RAS ID

77907

Comments

Jackson, D. (2025). Work-integrated learning in business and management: Gauging impact and opportunities for growth. The International Journal of Management Education, 23(2), 101132. https://doi.org/10.1016/j.ijme.2025.101132

Abstract

Work-Integrated Learning's (WIL) widely heralded role in developing future-capable graduates has boosted growth in diverse WIL offerings in Australia. Yet comparatively low participation among certain student groups and ongoing talent shortages highlight the need for further expansion, particularly in disciplines where WIL is optional. This study explores student engagement in different types of WIL and the impact it has on student employability and graduate labour force outcomes. Survey data were gathered from over 60,000 graduates of bachelor and postgraduate Business and Management degrees across Australia and compared to other disciplines where WIL is traditionally elective. Despite recent rises in student participation in WIL, findings illuminate opportunities for further growth, particularly among equity groups and at the postgraduate level. Data affirm the significant benefits that bachelor students can gain from WIL, including increased confidence, capability development and better access to quality employment. More flexible models that support different career stages and experience levels may encourage greater engagement among postgraduate students and improve WIL's impact on labour force outcomes. The study provides unique insights into WIL provision and impact in Business and Management, informing nuanced strategies for strengthening WIL to support the development of future-capable graduates for personal, societal, and economic gain.

DOI

10.1016/j.ijme.2025.101132

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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