WORK-INTEGRATED LEARNING IN HIGHER EDUCATION: A CATALYST TO ENHANCE GRADUATE EMPLOYABILITY
Work-Integrated Learning (WIL) has become a vital pedagogical strategy for closing the
knowledge gap between theory and practice in higher education. The approach underscores
the importance of outcome-based learning compared to conventional, teacher-centered
approaches. WIL emphasises students' competency development, including reflective thinking, problem-solving abilities, teamwork, and interpersonal skills relevant to contemporary workforce development. It encompasses both active and experiential learning. Using a systematic search process in Scopus database, work-integrated learning research papers in higher from 2002 to 2024 were identified and downloaded. Specific focus was placed on the engineering-related research papers. Based on the literature review, this paper examined the key components of effective WIL programmes, highlights the associated benefits, and challenges to its implementation. The findings revealed that institutional support, sustained industry partnerships, and active student engagement are imperative for a successful WIL. Commitment of resources by education providers, capacity development and workload of supervisors at the workplace is identified as a major gap that requires addressing in WIL programme implementation. Furthermore, it is recommended that governments, especially those in developing countries, have explicit policies on WIL and the requisite strategy on how to mobilise resources for effective implementation. The study also explores potential areas for future research in WIL.
Keywords— Higher Education, Work-integrated Learning, Skills, Theory, Practice
Sambujang Marreh & Alieu Ceesay
WORK-INTEGRATED LEARNING IN HIGHER EDUCATION: A CATALYST TO ENHANCE GRADUATE EMPLOYABILITY
Work-Integrated Learning (WIL) has become a vital pedagogical strategy for closing the knowledge gap between theory and practice in higher education. The approach underscores the importance of outcome-based learning compared to conventional, teacher-centered approaches. WIL emphasises students' competency development, including reflective thinking, problem-solving abilities, teamwork, and interpersonal skills relevant to contemporary workforce development. It encompasses both active and experiential learning. Using a systematic search process in Scopus database, work-integrated learning research papers in higher from 2002 to 2024 were identified and downloaded. Specific focus was placed on the engineering-related research papers. Based on the literature review, this paper examined the key components of effective WIL programmes, highlights the associated benefits, and challenges to its implementation. The findings revealed that institutional support, sustained industry partnerships, and active student engagement are imperative for a successful WIL. Commitment of resources by education providers, capacity development and workload of supervisors at the workplace is identified as a major gap that requires addressing in WIL programme implementation. Furthermore, it is recommended that governments, especially those in developing countries, have explicit policies on WIL and the requisite strategy on how to mobilise resources for effective implementation. The study also explores potential areas for future research in WIL. Keywords— Higher Education, Work-integrated Learning, Skills, Theory, Practice