Professor Janice Orrell (2011: 20) suggests that universities are responsible, when implementing WIL programmes, for ensuring that:
- Students are sufficiently prepared and fit for the workplace demands.
- Sufficient resources and infrastructure are available to ensure duty of care to education.
- All students have equal access to full participation in a WIL experience where a degree program offers such experiences.
- Indigenous students receive appropriate support in their WIL placements.
- Students with disabilities have access to WIL programs in their course of study and receive appropriate support in their placement.
- International students receive support to understand and adapt to Australian socio-cultural workplace environments, and their personal cultural background and prior knowledge are recognised as valued attributes.
- WIL programs meet the requirements of professional registration and accreditation organisations.
- WIL programs are designed to be mutually beneficial to all stakeholders.
- WIL programs are integrated into the curriculum so that they have clear educational expectations, and are a vehicle for integrating theory and practice learning.
- Evidence from a variety of sources is used to monitor, evaluate and improve the effectiveness of diverse WIL program arrangements.
Orrell, J. 2011. Good practice report: work-integrated learning. Australian Learning and Teaching Council (ALTC). Department of Education, Employment and Workplace Relations (DEEWR).
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