That’s not really WIL! – building a typology of WIL and related activities

Increasing interest in experience based learning (EBL), and work-integrated learning (WIL) in particular, by the higher education sector has generated much debate over what constitutes WIL and the types of activities that characterise it. Placement activities undertaken off-campus are the most widely reported and accepted form of work/community related learning. However, in response to broadening conceptualisations of WIL and various forms of EBL, increasing competition for places and other drivers, universities are considering the use of a wider range of activities than before. This paper considers the following questions: What is an acceptable WIL activity? What are the boundaries? Do activities such as virtual projects, simulations and job readiness programs have advantages over placements for some situations and outcomes? Through a review of the literature of 255 sources including academic papers and vignettes, the authors develop a typology of WIL activities. The typology is discussed within the context of benefits and drawbacks of placements versus other types of participation activities.