WILNZ Community

Webinar Recordings

Global Models of Quality in Work-Integrated Learning

Facilitated by Matthew Campbell, University of Queensland, AUSTRALIA & Anne-Marie Fannon, University of Waterloo, CANADA

7 July 2022

WIL Virtual Internships

Facilitated by Nima Riini, and Olaf Sparrow, Wintec/Te Pūkenga

21 July 2022

ACEN National Survey Results WIL and COVID-19

Virtual Internship Webinars

A series of helpful resources and discussions on Virtual WIL

Part One: How to Vet 3rd-party Virtual Internship Providers

Part Two: How Employers can Pivot to Support Interns Remotely

Experience from the Field

Impact of COVID-19 on WIL

Beyond Working from Home: New Ways of Doing WIL

ACEN Critical Conversations


International Journal of Work-Integrated Learning

Special Issue of Journal of University Teaching and Learning Practice

This special issue comes at a pertinent time when non-placement modes of WIL increase across the tertiary sector. The manuscripts in this special issue contribute valuable insights, knowledge and exemplars of practice in the scholarship of WIL.

This special issue includes articles by:

  • Lynette Hodges and Andy Martin (Massey University)
  • Theresa Winchester-Seeto, co-authoring two articles.
  • Bonnie Dean and Michelle Eady from Australia, both of whom have been prominent in recent ACEN online activity.

The works of Hodges and Martin, and also one of the Winchester-Seeto papers, have previously been presented at NZACE (now WILNZ) conferences. Great to see them in print as journal articles.



Remote Teaching vs Online Learning

Useful articles and guidelines on remote practices of WIL and general education in response to an emergency.

Quality in Work Integrated Learning

A Framework to support assurance of institution-wide quality in work integrated learning

Resources following the 8 June 2023 webinar on WIL AND EMOTIONS Structured reflection

Gibbs model (1988) incorporates all the core skills of reflection:

  • Description of the event
  • Feelings and thoughts – self awareness
  • Evaluation – judgement about what has happened
  • Analysis
  • Conclusion and synthesis – explore the issue
  • Formulation of an action

Moon’s (2000) sequence of reflection stages that participants move through:

  • ‘noticing’
  • ‘making sense’
  • ‘making meaning’
  • ‘working with meaning’
  • and in some cases ‘transformative learning’

Gibbs G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit.

Moon, J. A. (2000). Reflection in learning and professional development: Theory & practice. Kogan Page

T-graduate model – Martin, A. J., & Rees, M. (2019). Student insights: Developing T-shaped professionals through WIL. International Journal of Work Integrated Learning, 20(4), 365-374.

Student wellbeing – Morris, S., & Cranney, J. (2022). Promoting student wellbeing through dedicated units on the psychological science of wellbeing: rationale, nature, and student evaluations. Psychology Learning & Teaching, 21(3), 264–277. https://doi.org/10.1177/14757257221098024

UK WIL Good Practices

ASET (UK) Good Practice Guides – including placement for students with disability

Canada WIL Good Practices

CEWIL (Canada) – a range of hints for good practice

Australian WIL Good Practices

ACEN – a range of resources of many kinds

New Zealand WIL Good Practices

New Zealand Good Practice for International Placements

2023 Gold Plus Sponsor

2023 Gold Sponsors

2023 Silver Sponsors