The contribution of different types of work-integrated learning to graduate employability

TLDR

Work‑integrated learning is widely recognized for enhancing graduate employability, yet empirical evaluation is often limited to work‑based placements that face scalability and equity challenges. This study investigates how work‑based, non‑workplace, and global WIL affect graduate employability perceptions and skill outcomes using a national survey of 76,261 students. The authors analyze national graduate survey data (n = 76,261) through an experiential‑learning framework to assess the effects of the three WIL types across undergraduate and postgraduate programmes and disciplines. Results show that while work‑based WIL improves overall preparedness, non‑workplace and global WIL yield greater gains in collaborative and adaptive skills, especially for postgraduates, underscoring the value of embedding diverse WIL experiences to enhance perceived employability.

Abstract

Work-integrated learning (WIL) is widely recognised as significantly contributing to enhancing graduate employability. Empirical evaluation of its impact and value is often confined to work-based WIL (internships/placements/practicums), known to pose challenges with scalability and equitable access. Through the lens of experiential learning, this large-scale study draws on national graduate survey data (n = 76,261) to investigate the impact of three different types of WIL (work-based/non-workplace/global) on perceptions of employability and skill outcomes across undergraduate and postgraduate (coursework and research) programmes and disciplines. Findings support the widely evidenced link between work-based WIL and perceived improvements in skills (foundation/adaptive/collaborative) yet show greater gains from WIL not based in the workplace, particularly for collaborative skills and among postgraduates. Further, global WIL appears to provide an important opportunity for developing highly sought-after adaptive skills in new graduates. In contrast, work-based WIL was particularly effective in enhancing graduates' perceptions of overall preparedness for employment, although varying by discipline. Findings therefore demonstrate the value of embedding and scaffolding various forms of WIL throughout study programmes to support perceived employability.