ABSTRACT
Internationally, work-focused learning models continue to expand across the higher education curriculum in response to increasing pressure on higher education institutions to link curricula closely to employability outcomes. These work-focused learning models are diverse in nature, often due to contextual differences and institutional priorities relating to aspects of quality; however, they also share common defining elements of practice that allow these models to be clustered together under the umbrella term of ‘work-integrated learning’ (WIL). These defining elements of practice include external stakeholder involvement which is embedded in the curriculum, authentic and relevant work-focused tasks, and students actively engaging with tasks that have meaningful purpose for a workplace or community. This chapter will explore the defining elements of the practice of WIL, definitions of it developed for local and institutional purposes, and, after exploring the supporting literature, present a definition of the practice of WIL along with clarification of each of the defining elements.
