The Emergence and Development of Work-Integrated Learning (WIL): Implications for Assessment, Quality and Quality Assurance in Higher Education

Abstract

Over the past decade there has been considerable growth in the interest shown by policy makers, researchers, practitioners and other stakeholders in work-integrated learning (WIL). This chapter will describe the development over the past decade of the discourse on work-integrated learning, and explore the implications for assessment and quality assurance, and for the future of university education. The first part of the paper (Sections 1 through 5) deals with the current context for the interest in work-integrated learning (WIL), examines the defining characteristics of this curriculum strategy and explores implications for assessment and quality assurance practices. The second part is a discussion and critique that identifies the limits of current thinking drawing on the notion of the ‘ideological university’ and posits a remediation for consideration.