Uncovering WIL practices to enable WIL's expansion in higher education


  • Lynnaire Sheridan University of Otago, New Zealand
  • Oriana Price University of Wollongong, Australia
  • Lynn Sheridan University of Wollongong, Australia
  • Melinda Plumb University of Wollongong, Australia
  • Renee Cunial University of Wollongong, Australia
  • Taryn McDonnell University of Wollongong, Australia
  • Rozalia Pocius University of Wollongong, Australia


theory of practice architectures, work integrated learning, pracademic


The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis’ Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: networking and selling, negotiating, collaborating and innovating and legitimising. The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets.


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How to Cite

Uncovering WIL practices to enable WIL’s expansion in higher education. (2021). Journal of University Teaching and Learning Practice, 18(6), 54-68. https://open-publishing.org/journals/index.php/jutlp/article/view/506