Flashpoints in the student experience of work-integrated learning in management

This paper reports on a longitudinal study of student responses to a work-integrated learning (WIL) program for final semester undergraduate management students. The program was designed for large classes, and required students to undertake interviews of targeted businesses on behalf of local government Councils which were focused on supporting their local business communities. The summative assessment included small-group research reports for the Councils based on these interviews. The students' preparation for the WIL experience was designed to mitigate the inherent risks of curriculum-based WIL for large cohorts. The preparation, including scaffolded formative written and in-class activities in a series of compulsory classes, was designed to brief students on the requirements of the projects, and equip them with the appropriate knowledge and skills for completing the projects