Flinders University is committed to providing a student-centred, innovative, supportive and high quality learning experience, and views the opportunity to take part in some form of work-related experience as an essential form of learning.  The Vice-Chancellor has made a clear commitment to WIL, and has initiated an exploration of WIL becoming an explicit feature of all undergraduate programs. The aim would be to ensure that students develop a truly integrated approach to learning through a combination of academic and work-related activities.

Work-Integrated Learning (WIL) is the term normally used to describe directed or supported educational activities that integrate theoretical learning on campus with its application in the workplace. Flinders University places an emphasis on integration as a key element of WIL, and recognizes the importance of student-centered learning as a focus for its delivery.

Work-Integrated learning that is intentional, organized, recognized and accredited by the University can provide powerful learning experiences for students and staff. WIL provides opportunity for students to demonstrate graduate qualities.

To be regarded as WIL, the activities must be able to demonstrate a clear link between theory and practice and a practical application and /or reflection on University-based learning. WIL activities should contain the following elements - :

• Learning outcomes are identified at the commencement of the activity;
• Soft skills and/or graduate qualities are incorporated into learning outcomes;
• Learning outcomes are reflected upon and evidenced on completion of the activity;
• Learning outcomes are integrated back into the curriculum.

The pedagogical basis when seeking by design to link intentional Work-Integrated Learning into the curriculum requires four key questions to be addressed including -:

1. What are the students expected to learn?
2. How are the students expected to learn?
3. What makes an optimal learning environment beyond the classroom?
4. How will students link theory and practice?

Preparation in skills relevant to the specific workplace-learning setting in which the student will be placed is essential if students are to achieve the desired outcomes.

Students need preparation in work-based skills, specific workplace skills, their legal and statutory responsibilities; personal well being and safety including knowing the appropriate action to take to resolve problems, safe workplace practices and work literacy. They need orientation to the profession or industry in profession and industry structure, professional liability, ethics, supervision and marketing. Students learn not only by doing but also by reflecting on their experiences. Reflecting on learning can be facilitated by keeping log books and / or writing journals (a complete record of their work, working with colleagues and utilising student guides and handouts are strategies that can assist students to ‘learn to learn').