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

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Reforming Learning and Teaching in Asia-Pacific Universities

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 33))

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.

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Authors and Affiliations

  1. Griffith Institute for Educational Research, Griffith University, Nathan, QLD, Australia

    Calvin D. Smith

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  1. Calvin D. Smith
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Correspondence to Calvin D. Smith .

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  1. Learning Sciences Institute Australia, Australian Catholic University, Brisbane, Queensland, Australia

    Chi-hung Clarence Ng

  2. Learning and Teaching Unit, University of New South Wales, Sydney, New South Wales, Australia

    Robert Fox

  3. Waseda University, Tokyo, Japan

    Michiko Nakano

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Smith, C.D. (2016). The Emergence and Development of Work-Integrated Learning (WIL): Implications for Assessment, Quality and Quality Assurance in Higher Education. In: Ng, Ch., Fox, R., Nakano, M. (eds) Reforming Learning and Teaching in Asia-Pacific Universities. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 33. Springer, Singapore. https://doi.org/10.1007/978-981-10-0431-5_16

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  • DOI: https://doi.org/10.1007/978-981-10-0431-5_16

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