Author Identifier (ORCID)
Denise Jackson: https://orcid.org/0000-0002-7821-3394
Abstract
This study draws on national data to explore postgraduate participation in different types of work-integrated learning (WIL) in Australia. Despite considerable interest in WIL engagement in higher education, research is primarily focused on undergraduates with relatively little known about participation in postgraduate cohorts and how this varies across disciplines. Consequently, this study analyses how 119,000 graduates of Australian postgraduate coursework degrees engaged in work-based WIL (e.g., internships/placements); non-workplace WIL (e.g., projects/consultancies) and global WIL experiences between 2020 and 2023. In addition to breakdowns by discipline and international/domestic student status, the study examines relationships between WIL engagement and personal, study and work-related factors. The findings provide educators and institutions with important benchmarks on WIL participation in different disciplines, including areas of growth and opportunities for improving access and engagement. Further, the study discusses potential ways to increase engagement in WIL to better leverage its capacity for building talent pipelines and enhancing career success.
Document Type
Journal Article
Date of Publication
1-1-2025
Volume
44
Issue
7
Publication Title
Higher Education Research and Development
Publisher
Taylor & Francis
School
School of Business and Law
RAS ID
83562
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
First Page
1701
Last Page
1719
Comments
Jackson, D. (2025). A deep dive into taught postgraduates’ participation in work-integrated learning. Higher Education Research & Development, 44(7), 1701–1719. https://doi.org/10.1080/07294360.2025.2525118