Embedding work-integrated learning into a traditionally theoretical course of social entrepreneurship towards enhancing graduate employability

Several reasons including Government policy, employer demand, shortage of skills in Australian labour market, and the needs of students dictate that employability is high on the agendas of Australian higher education institutions. The aim of this paper is to present a critical evaluation of the decision of an undergraduate programme in Entrepreneurship in an Australian University to introduce a workintegrated learning module to one of its core courses on Social Entrepreneurship. A course experience survey was undertaken on 60 students to explore their expected learning in terms of skills, knowledge and abilities at the beginning of the course. A post course experience survey was also carried out to assess the students' actual learning outcomes. The findings suggest that embedding a work-integrated learning module to a course on social entrepreneurship help students to understand the scope, demands and constraints of the non-profit sector and recognise the changing roles of such sector and related managerial challenges. It also help students develop maturity, team building, emotional intelligence, communication and interpersonal skills required to build social capital and succeed in today's globally competitive and volatile business environment. The higher education providers could consider work integrated learning as part of the response to the employability agenda in a climate where employers are increasingly demanding graduates to have entrepreneurial skills