What makes a work-integrated learning (WIL) experience truly high quality—from students’ perspectives? This episode showcases an open-access article on elements that students identify as essential to high-quality WIL.
See our full episode notes at https://www.centerforengagedlearning.org/student-perspectives-on-high-quality-work-integrated-learning/
What makes a work-integrated learning (WIL) experience truly high quality—from students’ perspectives? This episode showcases an open-access article on elements that students identify as essential to high-quality WIL. The article is part of a special section, published in Teaching & Learning Inquiry in March, featuring multi-institutional SoTL from the Center’s 2022-2024 research seminar on WIL.
Drewery, David, Michelle J. Eady, and Wincy Li. 2026. “Six Essential Elements of High-Quality Work-Integrated Learning Experiences: A Thematic Analysis of Students’ Voices.” Teaching & Learning Inquiry 14: 1–16. https://doi.org/10.20343/teachlearninqu.14.11
This episode was hosted, edited, and produced by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric.
60-Second SoTL is produced by the Center for Engaged Learning at Elon University.
Music: “Cryptic” by AudioCoffee.
Image in episode art by freepik.
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Jessie L. Moore:
From students’ perspectives, what makes a work-integrated learning experience truly high quality? That’s the focus of this week’s 60-second SoTL from Elon University’s Center for Engaged Learning. I’m Jessie Moore.
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In “Six Essential Elements of High-Quality Work-Integrated Learning Experiences,” David Drewery, Michelle Eady, and Wincy Li center student voice to better understand what defines meaningful work-integrated learning—or WIL. Their article appears in Teaching & Learning Inquiry, an open access journal.
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Drawing on 30 semi-structured interviews with students across three countries—Australia, Canada, and the United States—and multiple disciplines, the authors used thematic analysis to determine what students themselves identify as the essential elements of a high-quality WIL experience.
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Their findings highlight six essential elements. High-quality WIL experiences are shaped when students: bring a strong learning mindset, maintain balance with other life commitments, and feel they are making a meaningful difference. Just as importantly, students emphasize opportunities for personal and professional growth, a sense of belonging within the workplace, and access to strong mentorship and support from both supervisors and institutions.
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Notably, this study surfaces two elements sometimes overlooked in prior research: the importance of students’ own mindset and the need to balance WIL with other life demands. The findings also suggest that high-quality WIL isn’t just designed by institutions—it’s co-created through partnerships among students, educators, and workplace mentors.
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To learn more about this study, visit our show notes for a link to the open access article.
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Jessie L. Moore:
Join us for our next episode of 60-second SoTL from Elon University’s Center for Engaged Learning for another snapshot of recent scholarship of teaching and learning. Learn more about the Center at www.CenterForEngagedLearning.org.
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