Annotated Bibliography: Work Integrated Learning in Business

This annotated bibliography examines the concept of Work Integrated Learning (WIL) and its increasing significance in undergraduate business degrees. It synthesizes research from various sources, including studies by Edwards et al. (2015), Jackson (2015), Wilton (2012), Ferns et al. (2014), and Smith (2012). The bibliography explores WIL's role in enhancing employability skills, bridging the gap between academic theory and practical application, and preparing students for the demands of the professional world. Key themes include the benefits of WIL for students and employers, the importance of well-structured WIL programs, and the challenges associated with implementation. The annotated entries highlight the value of work placements, skill development, and the need for effective integration of WIL into business curricula. The bibliography underscores the growing recognition of WIL as a crucial component of business education in Australia and globally, reflecting the evolving needs of both students and the business sector.

Running head: ANNOTATED BIBLIOGRAPHY
Annotated Bibliography
Name of the Student
Name of the University
Author note

1ANNOTATED BIBLIOGRAPHY
Topic: Work Integrated Learning as a Requirement of all Undergraduate Business Degree
Edwards, Daniel, Kate Perkins, Jacob Pearce, and Jennifer Hong. "Work Integrated
Learning in STEM in Australian Universities: Final report: Submitted to the Office of
the Chief Scientist." (2015).
The chief purpose of this study is to evaluate the relevance of Work Integrated
Learning in the universities of Australia. This paper highlights the purpose of WIL in the
universities of Australia, which has faculties dealing with the Scientific, Technology,
Engineering and Management courses. As the name suggests, WIL is the purposeful
implementation of theory along with the experience and practice of the application. Recently,
the demand for WIL in Australian universities has increased from three separate groups.
These three groups mainly consist of Government, Business and Scholars. Most WIL are
presented at the higher level of an undergraduate course or at the postgraduate level and the
business appointments vary from a month to a year. There are various approaches to WIL
programs. One effective approach is to prepare students for pre-placement by assisting them
and mentoring them for practical and hypothetical learning. In all the Australian
undergraduate engineering universities, it is necessary to complete a 12-week work
experience before the degree is granted. WIL programs are expensive than the standard
lectures and tutorial programs since WIL involves employment placements along with
developed teaching methodology. Apart from this, there are also some limitations to WIL
programs as it is difficult to find enough placements for the students. Besides, the
remuneration offered for students willing to take WIL manipulates their choice to join the
WIL program. According to a study in 2011 by Orrel and report of 2014 by King and Male,
the chief features of a high-quality WIL are- a) development of brochures by faculties of
engineering universities, b) the involvement of company for the development of academic
units, c) encouraging students to develop artificial projects in order to enhance their

2ANNOTATED BIBLIOGRAPHY
employment skills, d) designing of projects for the industry, e) arrangements of internship
programs for the students and e) development of combined degrees program at the higher
level of education. Even if there are relative discrepancies between nations and schooling
systems, WIL program is openly applicable. However, it is quite intricate in Australia.
Nevertheless, there are still curriculums and views that Australia can implement for WIL
programs.
Jackson, Denise. "Employability skill development in work-integrated learning:
Barriers and best practice." Studies in Higher Education 40, no. 2 (2015): 350-367.
In this article author focused on the wide use of instruments and equipments to enable
the new graduates to work effectively in their new workplace environment. WIL includes
many types of learning technology that prepares students to develop new technical skills for
their employment. WIL also promotes the partnership program between higher education
institutions and the business industries. According to Smith, all the demands of stakeholders
in the education of undergraduates are fulfilled by WIL. The best practice of WIL is the
development of skill-based learning based on the theoretical activities. According to Billet
WIL in a university, setting is effective, when students can relate their learning concepts with
the efficient practice of targeted skills and understanding. In this conception, students can
critically analyze the application of his learning concepts. According to a survey that was
based on 131 undergraduate students from different faculties of Australian universities it has
been critically assessed that classroom-learning evaluation is not adequate for professional
working environment. It was also found by some of the students that it is difficult to work
with highly experienced and confident workers in WIL. Through some studies that were
made earlier, it has been acknowledged by the students that although they support Wilson’s
hypothesis of fundamental work placements, they also highlighted the importance of

3ANNOTATED BIBLIOGRAPHY
establishment of a good placement course along with an effective plan for preparing the
students during their undergraduate courses for a better employment.
Wilton, Nick. "The impact of work placements on skills development and career
outcomes for business and management graduates." Studies in Higher Education 37, no.
5 (2012): 603-620.
According to the authors, to address the issue of WIL as a requirement for all
undergraduate courses it is important to investigate the value of work placement in the areas
of business and academic institutions. UK higher educational institutions currently introduced
the course of working experience along with the theoretical learning as it has been facing
problems in the employment sectors. A recent report from the Department of Business,
Innovations and Skills (2009a, 6) showed that the department is emphasizing on the
“employability skills” that constitutes of communicative skills, enthusiasm for the work,
independence of the individual’s knowledge skill, the talent to analyze a particular situation
and confidence in problem resolutions. This report gave a strong message to the business
sectors for which the innovative WIL programs are implemented by the academic institutions
for training the undergraduate students in job roles. The author of the titled article recognized
the WIL program as an opportunity for the students to develop their employment skills for
future job perspective.
Ferns, Sonia, Matthew Campbell, and Karsten E. Zegwaard. "Work integrated
learning." (2014): 1-6.
The titled article focuses on the emergence of WIL as key mechanism for the
development of the undergraduate students in the global employment sectors. In order to
meet the rising demands of the business entrepreneurs the undergraduate as well as the
postgraduate institutions are training their students accordingly to enhance their roles as

4ANNOTATED BIBLIOGRAPHY
employees. According to these authors, WIL greatly depends on the framework, regulation
and the aim of the academic approach. In this article, the authors listed some benefits of WIL
programs. The benefits can be summarized as-1) since students had already gained relevant
working experience it is easier for him to get accustomed with his job role. 2) working
placements help students to gain skills for academic learning by increasing their ability in
researching, critical thinking and skills for managing time. 3) WIL enables the employers to
engage the students for the completion short-term technical skills at a lower cost. The article
concludes by stating that WIL is entirely utilized when they are assessed in a real business
context.
Smith, Calvin. "Evaluating the quality of work-integrated learning curricula: A
comprehensive framework." Higher Education Research & Development 31, no. 2
(2012): 247-262.
In this article, the major focus is given on the dimension of WIL, which are
authenticity, supports of WIL, its implementation in the universities of Australia and UK.
WIL fulfills the university’s aims, which are targeted to both the students and employers. For
the successful implication of WIL, it must be accessed by the institutional supervisor’s
access. It is also important for the university to arrange for a induction and preparation
processes for the convenience of the students.