work integrated learning application letter

Work-Integrated Learning and Career Services

Cover letter writing, do you need a cover letter.

If you want to make a good impression, generally every resume should be accompanied by a cover letter. Your cover letter and resume should show why you would be a good fit for the organization, by introducing your talents and skills as they relate to the job posting.

Some people in the hiring process may not read the cover letter, but those who do read it really care about it. Some won’t read the resume if it did not come with a cover letter.

Types of Cover Letters

Invited letter.

• Used when responding to an advertisement
• Focused on matching your qualifications to the position requirements

I am applying for the position of (name of position) with (name of company) as advertised in the (name of newspaper, website, job board) on (date). With my experience in (related field) and my (name of studies), I possess the skills and knowledge required to be successful in this position.

Networking Letter

• Used when applying to an organization that does not have an advertised position
• Used to generate an informational meeting
• If a referral has been made, mention the person who referred you
• The name of a current employee/contact may catch the employer’s attention

In a recent conversation with Jane Doe, I learned of a possible opening in the (department). I am writing to express my interest in a (position name) with (company name). As you will see in the attached resume, my skills, abilities and experience make me an ideal candidate for this position.

Essential Elements

• Header – Include the phone number and an appropriate email address where you can be reached, and applicable online profiles (LinkedIn, portfolio, professional website)
• Address Block – Date of when you are submitting your application Employer’s address including the recipient’s full name and company name Subject line indicating the position name and/or reference number as advertised Salutation addressing a specific person or if unknown, consider using something neutral, naming the hiring team, or the person to whom the position reports to
• Opening – Invite the reader to read the rest of your cover letter, answering the employer’s question “Why should I hire you?”
• Middle – Summarizes your education, experience and skills according to the job requirements
• Closing – Express your interest, thank the reader appropriately, and wrap your letter up with a call to action – ask for an interview
• Signature Block – Includes complimentary closing (Sincerely,) and your printed name

Sample Middle Section

Putting it all together.

• Research the employer and position, and tailor your cover letter according to the requirements
• Write clearly and highlight both technical and soft skills
• Reflect your attitude, personality, motivation, and enthusiasm
• Indicate how you learned about the position or the organization
• Sound skilled and confident
• Proofread! Proofread! Proofread!
• Keep a copy of every letter you send out

Don’t

• Use a one-size-fits-all approach
• Focus on your own needs
• Mention your weaknesses
• Beg, demand or show desperation
• Overuse “I”, “me”, and “mine”
• Repeat your resume word for word
• Be vague when describing your background
• Paragraph Style – Create a paragraph(s) highlighting your qualifications using the statements from the My Accomplishments column
• Bullet Style – Create a bulleted list of qualifications using the statements from the My accomplishments column
• T Style – Create a table of qualifications using the Job Requirements and My Accomplishments columns

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Center for Engaged Learning

Work-integrated learning.

Work-integrated learning (WIL) is an approach to education that allows students to obtain work experiences related to what they are learning in a classroom setting (International Journal of Work-Integrated Learning, n.d; Jackson 2016). Ferns, Campbell, and Zegwaard (2014) describe WIL as “a diverse concept designed to blend theoretical concepts with practice-based learning” (p. 2). This includes a variety of pedagogies:

• Internships allow students to be supervised by a professional in their field of study and are typically one-term work agreements that resemble what a traditional job might look like (Cooper et al. 2010; International Journal of Work-Integrated Learning, n.d.; Virginia Tech 2019).
• Apprenticeships often allow students to engage in work before they begin their academics, and the institution might not be involved in the placement or the assessment of the student (Arnold 2011).
• Service-learning is an opportunity for students to carry out a service to a community while applying what they have learned in a classroom (Knight-McKenna, n.d.). Service-learning differs from volunteering as students are intentionally integrating course content.
• Practicums place students in a work setting to gain skills and competencies that are evaluated by a supervisor within that setting (Cooper et al. 2010). Students are required to have some form of training before completing the experience and often are required to take a specific course simultaneously with the experience (Cooper et al. 2010; International Journal of Work-Integrated Learning, n.d.).
• Cooperative education is a work experience used for course credit, is specifically aligned with a student’s career goals, and maintains a focus on theory and practice (Cooper et al. 2010; International Journal of Work-Integrated Learning, n.d.).
• Fieldwork allows students to observe and participate in work settings and has a focus on enhancing what the student is currently learning in the classroom (Bleakney 2019; Cooper et al. 2010).

The definitions and characteristics that constitute WIL include not only in-person WIL, but also non-physical, non-placement, online placement, or simulated WIL. This variety is particularly important when local, regional, or global factors limit students’, employers’, and employees’ access to regular workplace environments.

WIL experiences within higher education enable students to have opportunities to actively participate in their desired careers, ultimately preparing for professional employment. WIL programs and experiences initially catered to a handful of disciplines, specifically professional degree programs that spanned across education, law, and medicine (Brown 2010). With an emerging breadth of applicability within WIL, the academic and degree-oriented parameters have opened up opportunities for participation across disciplines. However, work-integrated learning experiences do not only have to be professional in nature. Students may opt to engage in service-learning opportunities, work with community-based learning organizations, or participate in other fieldwork, practicums or simulations (Cooper et al. 2010) within the context of their field of study (Kay et al. 2019; Papakonstantinou and Rayner 2015; Reid and Trigwell 1998). The variety in WIL placements allows for students to develop various skills and capacities, such as civic engagement, which can serve them well in society.

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What makes it a high-impact practice?

WIL, as a field of knowledge, sees students as creative, social, and scholarly beings. In WIL, learning can be recognized as situated because what students learn depends on where they are and what tools are available for them to act and reflect on their experiences (Pennbrant and Svensson 2018). Students can understand the relevance of academic content, the emphasis on critical reflection, and the need for theoretical and practical learning, all while developing as professionals (Hay 2020).

However, these positive results can only be achieved when the WIL experience is a positive and high-quality one. Focusing on some of the eight identified key characteristics of high-impact practices (HIPs) (Kuh et al. 2017) and the six practices that foster student engagement (Moore 2021) makes it possible to observe where WIL is being done well, positively impacting students and their futures:

Fostering significant student investment and effort. WIL experiences generally require participating students to invest quite a large amount of their time and effort into the experience, taking initiative to develop their own expertise (Jackson 2016).

Facilitating relationships and building networks. WIL experiences create opportunities for students to make connections with professionals in their industry of interest. These connections allow students to establish professional networks from which they can draw resources, connections, and feedback (Jackson 2016; Moore 2021).

Offering connections to broader contexts and real-world applications of learning. Creating connections through WIL experiences justifies their learning and education (Kuh et al. 2017) and also helps students build faith in their own expertise (Jackson 2016; Zegwaard and McCurdy 2014). Students gain a broad insight into their chosen industry as well as a better understanding of attitudes, roles, and responsibilities of professional working environments (Jackson 2016).

Including opportunities for reflection and feedback. WIL experiences positively impact students the most when they are given opportunities to reflect on what they learned and how they will apply that new knowledge to their future (Hughes et al. 2013; Jackson 2015; Papakonstantinou and Rayner 2015; ​​Zegwaard and McCurdy 2014).

Research-Informed Practices

Effective WIL design requires careful consideration of many factors and is widely acknowledged as both difficult and costly to implement for higher education institutions (Jackson 2015). Nevertheless, the following shared understandings/practices commonly found in successful work-integrated learning practices lead to meaningful learning opportunities:

• Preparation : Emphasis should be placed on preparing WIL partners and students by addressing administrative tasks, ensuring smooth communication, and creating awareness of requirements and expectations of both sides (Edwards et al. 2015; Fleming et al. 2018; Martin et al. 2011; Orrell 2011; Smith 2012).
• Curriculum : The curriculum must integrate with the needs of an industry and vice-versa, as well as identify learning outcomes, utilize assessment, and incorporate feedback to be effective (Bates 2005; Council on Higher Education 2011; McRae and Johnston 2016).
• Learning : The alignment of teaching and student activities with experiential components is necessary, so that students can apply academic learning to real-world settings and gain important industry and behavioral skills (Council on Higher Education 2011; Martin et al. 2011; Sachs et al. 2016; Smith 2012).
• Authenticity : Authenticity calls for ensuring that students be involved in an experience that replicates a real workplace setting, with equivalent requirements and expectations, appropriate levels of autonomy and responsibility, and meaningful consequences (Sachs et al. 2016; Smith et al. 2016).
• Flexibility: Institutions must seek diverse relationships with local employers to have opportunities for multiple fields of study, allow student some choice in the location and scope of the placement to best fit their daily lives, and support students’ professional development (Reid and Trigwell 1998; Kay et al. 2019).
• Broaden/advance skill set: Professional skills, effective communication, cooperation and teamwork, time management, and problem-solving are all skills that are considered essential to any profession and should be taught in WIL programs (Reid and Trigwell 1998; Papakonstantinou and Rayner 2015; Hughes et al. 2013). By broadening and advancing students’ skill sets, WILs set students up to be successful in any professional setting.
• Partnerships: Industry partners often are responsible for the workplace environment and introducing disciplinary innovations; institutions maintain accreditation and provide access to resources; and students negotiate intended outcomes for their work, particularly in “learner-led” partnerships (Reid and Trigwell 1998). Maintaining interaction among members in the three-way partnership ultimately allows for support and growth of students to be central.
• Supervision: Each WIL experience should have some sort of supervision from both the university and the workplace (Martin et al. 2011; Smith et al. 2016). Supervision provides a point of reference for the student at the university where they can turn for advice, support, and oversight (Martin et al. 2011), as well as a way to gain a responsive, nurturing, and educational relationship (Fleming et al. 2018; Smith 2012).
• Assessment: Assessments should reflect the complexity of the learning outcomes within an authentic workplace environment that promotes theory to practice learning (Jackson 2015; Martin et al. 2011).
• Reflection: Reflection is a vital practice that should be incorporated before, during (through learning circles and journaling), and after the experience, ideally in formats that allows students to look back and make sense of their journey (Jackson 2015; Smith et al. 2016).

Embedded and Emerging Questions for Research, Practice, and Theory

Boundaries and intersections.

There is no standard definition or model of WIL that is used across institutions. Common definitions for WIL may be useful within particular academic disciplines or industries to ensure that necessary learning objectives and skills are being obtained. Studies, such as Stewart and Chen (2009), note that without a standardized model for WIL, it is difficult to ensure students have a worthwhile experience. For instance, supervisors who are not given guidelines for hosting an intern or apprentice may not provide an opportunity that enables the student to thrive or develop a sense of professional self. Therefore, research should continue to explore ideal outcomes or skills gained through WIL, whether for disciplinary WIL experiences or cross-disciplinary WIL, even if the approach taken varies.

WIL both intersects with and is challenged by other high-impact practices (HIPs). Completing research with a faculty member could be considered WIL if it is treated as a job, but it could also be viewed as a barrier to engaging in other WIL opportunities. For instance, degree programs, HIPs, and other educational experiences that can take a great deal of time can limit opportunities for internships or other forms of professional practice (Schnoes et al. 2018). It is important to acknowledge that lack of participation in WIL does not mean that a student is not having a fully enriching experience. How can institutions balance the need for professional preparation (often through WIL) with undergraduate research experiences and other academic demands? A common goal exists between these various HIPs, that of strengthening the skill set of students and adding real-world application, so all should be considered in relation to one another.

The COVID-19 pandemic highlighted the need for all programs to adapt their offerings to make them more accessible and equitable for learners and employers. Even before the outbreak of COVID-19, Kay et al. (2019) explored emerging models of WIL that are grounded in expanding engagement with the community, establishing flexibility in the programs, and creating equitable experiences for students by using technology.

A few of the adapted models that are considered to be more equitable for students are programs such as micro-placements (placements in a workplace that last two to ten days where students work on a highly focused project), virtual options, and working in incubators (places that support start-ups and emerging businesses and where students can support the new business as they begin their venture).

Scholars and practitioners agree that WIL experiences benefit all students, and underserved and underrepresented students often experience even greater gains from these opportunities (Brown 2010; Dean et al. 2021; Ferns et al. 2014; Jackson 2015; Kay et al. 2019; Lester and Costley 2010). Some student populations are more likely to encounter barriers to participating in WIL, though. For example, students with families often are not only balancing student and worker roles, but also extra family-care responsibilities. Income is a frequent barrier for participation in WIL; some programs tackle this with financial aid (Wake Technical Community College 2021), but there is still work to be done to minimize financial barriers.

Many universities have begun to search for more equitable means for providing WIL opportunities. Many of the adaptations and expansions seen so far have been focused on addressing two areas for students: time and access to locations. Virtual experiences and remote-work have become common-place alternatives to going to a workplace, especially as the pandemic endures. Schools need to consider the strain on students and resources as they carry out certain WIL programs, such as co-ops.

Another potential limitation may be the reason a program is created; while the goal is for WIL opportunities to be created for the benefit of the students, companies or organizations that register for or implement WIL programs often need the labor (Ferns et al. 2014; Cantor 1995; Kellogg Community College 2020) and sometimes may not prioritize professional development and learning for the student over their need to produce or function at low costs. This situation can result in interns or apprentices–often unpaid–being overworked for little personal gain or professional development.

Unpaid opportunities for students to engage in WIL are common but inherently inequitable. Itano-Bosse et al. (2021) suggested one mechanism for creating more accessibility within WIL is to provide funding for companies to take on students. One such challenge of sustaining WIL practices is funding—both for the work experiences and institutional support offered to each student. Unfortunately, there is not a singular solution for this challenge in any research conducted thus far. However, institutions are working individually to find solutions that allows students the opportunity to engage in WIL while also being fiscally responsible.

It is evident that much work needs to be done in order to provide WIL experiences that are accessible and sustainable.

Additional Future Research

WIL scholars and practitioners should continue to explore questions like:

• How does a student’s socioeconomic status impact their experience of WIL?
• What role does the quality and degree of mentorship and supervision play in the results of a WIL experience?
• What could a longitudinal study of students who took part in WIL illustrate about long-term impacts of WIL?
• How does when a student participates in WIL (e.g., class year) influence their access to and experience of WIL experiences?

Increasingly diverse student populations highlight the need for more research with specific student groups and identities—what are best practices for equity and access for all students, not just those with privilege and resources? Does—or should—effective WIL look different in minority-serving institutions than in predominantly white institutions? Does WIL look different for students with families, students with disabilities, students learning the local language, or students who are continuing their education after starting a career?

Ultimately, how can colleges best serve the students enrolled in their programs, acknowledging that those populations are changing?

Key Scholarship

Alanson, Erik R., Erin M. Alanson, Brittany Arthur, Aaron Burdette, Christopher Cooper, and Michael Sharp. 2020. “Re-envisioning Work-Integrated Learning During a Pandemic: Cincinnati’s Experiential Explorations Program.” International Journal of Work-Integrated Learning 21 (5): 505-519.

About this Journal Article:

This study examines the array of WIL opportunities offered and how they were reimagined and adapted to fit the needs of the people involved during the COVID-19 global health crisis. The flexible and innovative measures taken by the University of Cincinnati to continue and improve upon their offerings show that, for UC, student well-being and the health and success of faculty-scholars, administrators, and students is of the utmost importance to them. While it is still too early to have conclusive evidence on the success of the newer programs, the fact that we can see how well-adapted these programs can be shows that Work-Integrated Learning can survive and thrive in the most turbulent times.

Batholmeus, Petrina, and Carver Pop. 2019. “Enablers of Work-Integrated Learning in Technical Vocational Education and Training Teacher Education.” International Journal of Work-Integrated Learning 20 (2): 147-159.

This qualitative study defines and examines enabling factors in industry-based work-integrated learning (WIL) integration into technical-vocational education and training (TVET) teacher education in South African universities. The initiative is specifically designed for TVET lecturers because the WIL that schoolteachers would typically undertake in school placements is not relevant to preparing technical-vocational students for an industry workplace.

Brown, Natalie. 2010. “WIL [ling] to Share: An Institutional Conversation to Guide Policy and Practice in Work-Integrated Learning.” Higher Education Research & Development 29 (5): 507-518. https://doi.org/10.1080/07294360.2010.502219 .

Through the implementation of a roundtable discussion of staff from various disciplines, Natalie Brown aimed to provide a space for University of Tasmania (UTAS) staff to recognize the potential and challenges of the practice of WIL. Understood as a way to provide students with an experience that integrates industry learning and academic coursework, WIL has been seen as beneficial to both students and industry members. While students can experience learning in context and enhance their employability, industry can participate in preparing graduates for a career. Yet, the absence of a general structure and collaboration in curriculum development allows gaps to remain within WIL opportunities.

Cantor, Jeffrey A. 1995. “Apprenticeships Link Community‐Technical Colleges and Business and Industry for Workforce Training.” Community College Journal of Research and Practice 19 (1): 47-71. https://doi.org/10.1080/1066892950190105 .

This article focuses on how apprenticeships build relationships between community/technical colleges and the workforce. Cantor completed a research study that examines how effective cooperative apprenticeships are and how they have successful outcomes for linking employers and the community college system. This study was a 2-year case study in which Cantor studied multiple apprenticeship programs that produced interesting findings about collaboration and why employers and community colleges work with each other. According to Cantor, collaborations occur mostly when partnerships derive mutual exchanges, partnerships access monies and resources, partnerships can mediate conflicts, and contractual relationships exist (p. 53). Cantor notes that the intentionality of apprenticeships is really valuable and doesn’t just benefit the student but also the stakeholders involved with the apprenticeship. Cantor closes the article with suggestions and recommendations for developing and expanding successful apprenticeship programs.

Christman, Scott. 2012. “Preparing for Success Through Apprenticeship.” Technology and Engineering Teacher 72 (1): 22-28.

This source provides a historical perspective of apprenticeships and then uses the Newport News Shipbuilding Company’s apprentice school as a case study, to look at the modern apprenticeship model and how students can benefit from these styles of programs. Christman wrote the article through the lens of a labor shortage in technical jobs within the engineering industry. The article provides an understanding of the apprenticeship system in the 21st century and recommends rethinking the current educational model to provide a complementary blend of college academic courses and career training with relevant work experiences.

Cooper, Lesley, Janice Orrell, and Margaret Bowden. 2010. Work Integrated Learning: A Guide to Effective Practice. Routledge.

About this Book:

Chapter 2 of Cooper, Orell, and Bowden’s book provides a definition of WIL, specifically defining some of the specific experiences of WIL. These terms include WIL experiences such as internships, practicums, and fieldwork. This definition is important given the fact that certain WIL experiences often overlap in terminology and can be confusing to differentiate at times. Additionally, the authors focus on specifically defining professional learning, service-learning, and cooperative learning as the three different models of WIL. Lastly, the authors describe the benefits and outcomes of WIL experiences for students. The most critical benefit of a WIL experience is that it allows students to put theory learned in the classroom setting into practice in the workplace. Upon reflection after completing a WIL experience, the integration of theory to practice is deepened and allows for tremendous professional growth within a student.

Dean, Bonnie A, Michelle J. Eady, and Hannah Milliken. 2021. “The Value of Embedding Work-Integrated Learning and Other Transitionary Supports into the First Year Curriculum: Perspectives of First Year Subject Coordinators.” Journal of Teaching and Learning for Graduate Employability 12 (2): 51-64.

The authors sought to determine how WIL can be integrated into students’ experiences of transitioning to college during their first year. Ten Subject Coordinators were interviewed, and each participant was asked to explain how their subject supported first-year students’ transition into college and then asked about WIL. They found that most important experiences fall into either an academic or social category. Results show that the academic experience supports the first transition, social experiences support the second, and WIL can and should be implemented in the third transition, a student’s transition into becoming a professional .

Hughes, Karen, Aliisa Mylonas, and Pierre Benckendorff. 2013. “Students’ Reflections on Industry Placement: Comparing Four Undergraduate Work-Integrated Learning Streams.” Asia-Pacific Journal of Cooperative Education 14 (4): 265-279.

Through the review of student reflections after the completion of their WIL program, Hughes et al. conclude that these opportunities for application-based professional development provide graduates with “a range of transferable skills and informed industry perspectives” (277). Students emphasized in their reflections the ability to put their coursework and subject knowledge into practice, recognizing the skills they held and potential areas of improvement. The immersion allowed students to recognize what industry professionals expected of their employees and understand what is needed to be successful in their discipline. Further, WIL students reflected upon their career choice as a whole, utilizing program experience to confirm the professional path they had selected and to recognize the culture surrounding the industry.

Jackson, Denise, and Nicholas Wilton. 2016. “Developing Career Management Competencies Among Undergraduates and the Role of Work-Integrated Learning.” Teaching in Higher Education 21 (3): 266-286.

Denise Jackson and Nicholas Wilton’s research determines and evaluates the impact of WIL on the development of undergraduate students’ career management competencies. As a result of their research, the authors claim that work placements and other variations of WIL positively impact the development of opportunity awareness, decision-making learning, and transition learning. The research in this study was conducted by gathering data through self-assessment with an online survey.

Jackson, Denise. 2016. “Developing Pre-Professional Identity in Undergraduates Through Work-Integrated Learning.” Higher Education 74 (5): 833-853. https://doi.org/10.1007/s10734-016-0080-2 .

Jackson examines how work-integrated learning (WIL) enhances pre-professional identity in undergraduate students. Jackson finds that work placements positively affected the evolution of pre-professional identities. Students reported that personal reflection of their experience and appraisal were the most critical aspects of their WIL experience that strongly affected their pre-professional identities. Based on the triggers that were identified to progress pre-professional identities, Jackson also offers a variety of ways that practitioners can additionally enhance pre-professional identities in students. The author highlights that WIL allows students to understand expectations, attitudes, and responsibilities that are associated with their aspired profession, and progresses students professionally while they are still in college so that they are better prepared for their careers upon graduation.

Jackson, Denise. 2015. “Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice.” Studies in Higher Education 40 (2): 350-367. https://doi.org/10.1080/03075079.2013.842221 .

Jackson defines WIL as “the practice of combining traditional academic study, or formal learning, with student exposure to the world-of-work in their chosen profession, has a core aim of better preparing undergraduates for entry into the workforce” (350). In this paper, Jackson explores the influence that the work placement design, content, and coordination had on the student’s development of employability skills. Facilitating WIL effectively, in a way that will benefit the future career of the student, requires careful planning to ensure that the student has the best possible experience while also learning from challenges. Jackson found that the students’ perceptions as to what was most important in their learning aligned with the principles for best practice for WIL design.

Kay, Judie, Sonia Ferns, Leoni Russell, Judith Smith, and Theresa Winchester-Seeto. 2019. “The Emerging Future: Innovative Models of Work-Integrated Learning.” International Journal of Work-Integrated Learning 20 (4): 401-413.

WIL is becoming foundational to higher education experiences across various Australian universities. In order to develop a breadth of industry partners and implementation of this practice in various disciplines, Kay et al. examine how institutions are seeking to abide by shifting work cultures and making WIL programs more adaptable. By reviewing current literature and exploring emerging models alongside university WIL facilitators through semi-structured interviews, the researchers seek to understand new approaches to WIL. This reflection on WIL emphasizes the efforts of institutions to expand opportunities for engaged learning experiences for students.

O’Banion, Terry U. 2019. “A Brief History of Workforce Education in Community Colleges.” Community College Journal of Research and Practice 43 (3): 216-223. https://doi.org/10.1080/10668926.2018.1547668 .

O’Banion’s article provides the history of workforce education in community colleges. Additionally, he highlights the issues and four current developments of workforce education. Workforce education is very much embedded in community colleges, as many higher education leaders indicate that workforce education may be the primary purpose of a student even attending college, and especially in community college. O’Banion notes that vocational education became very prevalent in 2003, and has evolved through apprenticeship training, trade school, and career and technical education for the past one hundred years.

Papakonstantinou, Theo, and Gerry Rayner. 2015. “Student Perception of Their Workplace Preparedness: Making Work-Integrated Learning More Effective.” Asia-Pacific Journal of Cooperative Education 16 (1): 23-24.

Wanting to learn more about how students in WIL placements felt about their employability and application of coursework once completing their program, Papkonstantinou and Rayner sought to gauge student perspectives through various surveys. Utilizing a Likert scale, a sample of Monash University students reflected upon their WIL experience and the obtained skills and value immediately after completing their placement through the survey, then completing a follow-up at least six months after.

See all Work-Integrated Learning entries

Model Programs

Community college of philadelphia.

The Community College of Philadelphia has worked with the District 1199C Training and Upgrading Fund and local government to create a work-integrated learning program for their Early Childhood Education degree program. This program was created to support high-quality, accelerated career pathways for daycare and other early childhood workers. The apprenticeship program allows full-time childcare workers who hold a Child Development Associate (CDA) certificate to earn an Associate’s degree in Early Childhood Education. This is a two-year program in which employees in local childcare centers receive 18 college credits for prior on-the-job learning along with wage increases and mentors.

The program has reported a 30% increase in overall wages for students who complete their apprenticeship. It also provides funding that covers students’ tuition costs and requires employers to offer fair wages with regular raises to correlate with the increasing skill development.

Delaware County Community College

The Delaware County Community College in Pennsylvania offers a plumbing apprenticeship certificate for individuals who are interested in gaining essential skills that would prepare them for an occupation in the field. Students who participate in this certificate program learn basic skills and the knowledge necessary for practicing in the area.

This certificate program allows flexibility for students by being a part-time program. Although some courses require prerequisites, students are able to complete the program at their own pace. Also, by requiring that students work with a master plumber, this community college is ensuring that students are exposed a diverse range of skills and knowledge. This program is a model for other initiatives because of its integration of HIP characteristics; master plumbers will be able to provide more constructive feedback and expect high performance, and they will ensure that their employees demonstrate competence through their work.

Wake Technical Community College

Wake Technical Community College’s WakeWorks Program allows students to earn a paycheck and professional training while earning a degree or professional credential in classes. Apprenticeship placements include apartment maintenance technicians, automotive system technicians, carpenters, electrical contractors, EMT/paramedics, HVAC technicians, plumbers, and tower technicians. The program, funded by the county, includes up to $1,000 in scholarship for tuition, fees, books, and tools; on-the-job training alongside classroom education; and a paycheck. The end result is the nationally recognized Journeyworker’s Certificate.

Since this program is not limited to degree-seeking students and provides both financial aid and income to participants, it is more accessible to diverse student populations. It also does not limit participation to students who live in Wake County, further extending its impact. The WakeWorks program aims to support local businesses as well by helping them meet staffing requirements with highly skilled employees when participants of the program graduate.

Kellogg Community College

Kellogg Community College offers a variety of apprenticeships for all the industrial trades curricula at the institution, including Industrial Electricity and Electronics, Industrial Machining Technology, Industrial Pipefitting, Renewable Energy, and Industrial Welding. Students participating in the apprenticeship programs are employed by locally registered companies. Students are typically enrolled in their apprenticeships for four years and are able to obtain over 8,000 hours of real work experience.

This program is especially notable because it is personalized to the student. Students are not required to obtain an apprenticeship, so if they would prefer to solely focus on their coursework, they are able to do so. Overall, students are able to leave the institution with an education that is debt-free and applicable experience that is valuable for their future careers.

The University of Cincinnati (UC)

The university has twelve types of WIL across its colleges and programs. UC set four markers of quality WIL: “Intentional (experiences are structured with trained educators as facilitators); Learner-centered and holistic (concerned with learning and growth of the student as a whole); Collaborative with the learner’s community or communities (contextualized to include real-world complexities, situated within real-world contexts); and Dependent on the inclusion of rigorous preflexive, reflexive, and reflective pedagogic strategies” (p. 507).

When the COVID-19 pandemic started in 2020, UC was able to reexamine their long history of WIL and rebuild it in a framework that fits within the constraints of the pandemic. This adjustment brought to light new ventures such as virtual experiences, micro-co-ops, and upskilling (teaching employees additional skills to expand their capabilities).

For more information regarding all of the individual programs and the university’s response to COVID-19 as it relates to work-integrated learning, read Re-envisioning work-integrated learning during a pandemic: Cincinnati’s experiential explorations program .

University of Waikato

Researchers interviewed 18 students pursuing postgraduate degrees after having graduated from University of Waikato and found that students who took part in a work-integrated learning (WIL) degree reported that their experience positively influenced their decision to go on to postgraduate degrees. The students reported that the biggest influence was the opportunity to see the job they wanted in an authentic environment. As they learned the “hierarchy” of the lab environment, the students perceived that the more education a person had received, the more influence and credit they had in the research being done.

The practice of hands-on experience, mentorship, and reflectivity all make the University of Waikato’s WIL program a great example of WIL as a high-impact practice. For more information go to the University of Waikato’s WIL website .

The University of California at San Francisco

The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF) offers hands-on work experiences in the form of three-month internships. These work opportunities are often outside a doctoral student’s specialized research area, as the program is intended to expose students to a variety of PhD-level careers beyond the traditional research postdoctoral position (postdoc).

The GSICE centers student needs in a two-part approach: (1) an eight-week course designed to build career-exploration and decision-making skills, and (2) the internship program. Numerous students cited that the course itself provided enough perspective to determine their career goals, so they opted not to complete an internship (Schnoes et al. 2018).

UCSF supports students taking full-time internships by providing leaves of absence, during which students do not have to pay tuition but still maintain health insurance and requiring that these full-time positions include remuneration. The GSICE also allows for students to complete part-time internships while enrolled or participate in post-graduation internships.

Australian Work-Integrated Research Higher Degree (WIRHD)

Within the realm of Australian higher education programs in engineering, the push towards work-integrated learning as an integral part of degree programs is due to the increased belief that PhD students are trained too narrowly and are not prepared to work in their industry outside of academia (Stewart and Chen 2009). The WIRHD enables students to spend a substantive amount of time with their industrial partner, learning from and working with professionals in their field of interest who are not pursuing academic research as a career.

Students serve as full-time research candidates instead of direct employees of their partners. This flexibility allows them to be a student first, and an employee second. On the other hand, challenges of the WIRHD program include increased isolation, lack of supervision, and time management. As the program develops, researchers hope a more normalized introductory course will set the standard so that company assignments are fair, and expectations are uniform for all students.

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A Global Perspective: Interning While Studying Abroad 

In my previous blog post, “Interning Abroad: Work-Integrated Learning in a Global Context,” I discussed the positive impact of having an internship while studying abroad as an undergraduate student. In this post, I would like to delve deeper into my…

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Mentoring internships online or in hybrid/flex models.

In response to shifts to online learning due to COVID-19 in spring 2020 and in anticipation of alternate models for higher education in fall 2020 and beyond, we have curated publications and online resources that can help inform programmatic and…

Alanson, Erik R., Erin M. Alanson, Brittany Arthur, Aaron Burdette, Christopher Cooper, and Michael Sharp. 2020. “Re-envisioning Work-Integrated Learning During a Pandemic: Cincinnati’s Experiential Explorations Program.” International Journal of Work-Integrated Learning 21 (5): 505–519.

Arnold, Christine, Peggy Sattler, and Richard Wiggers. 2011. “Combining Workplace Training with Postsecondary Education: The Spectrum of Work-Integrated Learning (WIL) Opportunities from Apprenticeship to Experiential Learning.” Canadian Apprenticeship Journal 19 (5): 1-33.

Bates, Lyndel. 2005. Building a Bridge Between University and Employment: Work-Integrated Learning . Research Brief No 2005/08. Queensland Parliamentary Library. https://documents.parliament.qld.gov.au/explore/researchpublications/researchbriefs/2005/200508.pdf

Batholmeus, Petrina, and Carver Pop. 2019. “Enablers of Work-Integrated Learning in Technical Vocational Education and Training Teacher Education.” International Journal of Work-Integrated Learning 20 (2): 147–159.

Berzoff, Joan, and James Drisko. 2015. “Preparing PhD-Level Clinical Social Work Practitioners for the 21st Century.” Journal of Teaching in Social Work 35 (1-2): 82-100.

Billett, Stephen. 2009. “Realizing the Educational Worth of Integrating Work Experiences in Higher Education.” Studies in Higher Education 34 (7): 827-843.

Bleakney, Julia. 2019. “What Is Work-Integrated Learning?” Center for Engaged Learning (blog), Elon University. September 13, 2019. https://www.centerforengagedlearning.org/what-is-work-integrated-learning/ .

Bowen, Tracey. 2016. “Depicting the Possible Self: Work-Integrated Learning Students’ Narratives on Learning to Become a Professional.” Asia-Pacific Journal of Cooperative Education 17 (4): 399-411.

Bowen, Tracey. 2020. “Work-Integrated Learning Placements and Remote Working: Experiential Learning Online.” International Journal of Work-Integrated Learning 21 (4): 377–386.

Brooks, Ruth. 2012. “Evaluating the Impact of Placements on Employability [Paper Presentation].” Employability, Enterprise and Citizenship in Higher Education 2012 Conference, Manchester, United Kingdom.

Brown, Natalie. 2010. “WIL [ling] to Share: An Institutional Conversation to Guide Policy and Practice in Work-Integrated Learning.” Higher Education Research & Development 29 (5): 507-518. https://doi.org/10.1080/07294360.2010.502219 .

Cantor, Jeffrey A. 1995. “Apprenticeships Link Community‐Technical Colleges and Business and Industry for Workforce Training.” Community College Journal of Research and Practice 19 (1): 47–71. https://doi.org/10.1080/1066892950190105 .

Chilvers, Dominic, Kathryn Hay, Jane Maidment, and Raewyn Tudor. 2021. “The Contribution of Social Work Field Education to Work-Integrated Learning.” International Journal of Work – Integrated Learning 22 (4): 433-444.

Choy, Sarojni, and Brian Delahaye. 2011. “Partnerships Between Universities and Workplaces: Some Challenges for Work-Integrated Learning.” Studies in Continuing Education 33 (2): 157–172. https://doi.org/10.1080/0158037X.2010.546079 .

Christman, Scott. 2012. “Preparing for Success Through Apprenticeship.” Technology and Engineering Teacher 72 (1): 22-28.

Community College of Philadelphia. 2018. “A New Apprenticeship in Philadelphia Strengthens Education for Early Learners.” February 14, 2018. https://www.ccp.edu/about-us/news/news/new-apprenticeship-philadelphia-strengthens-education-early-learners .

Cooper, Lesley, Janice Orrell, and Margaret Bowden. 2010. Work Integrated Learning: A Guide to Effective Practice . Taylor & Francis Group.

Dean, Bonnie A., Michelle J. Eady, and Hannah Milliken. 2021. “The Value of Embedding Work-Integrated Learning and Other Transitionary Supports into the First Year Curriculum: Perspectives of First Year Subject Coordinators.” Journal of Teaching and Learning for Graduate Employability 12 (2): 51–64.

Delaware County Community College. 2021. “Plumbing Apprenticeship Certificate.” https://catalog.dccc.edu/academic-programs/programs-study/plumbing-apprenticeship-certificate/ .

Dorasamy, Nirmala. 2012. “Reflections on Work Integrated Learning.” International Review of Qualitative Research 5 (1): 105–108. https://doi.org/10.1525/irqr.2012.5.1.105 .

Eady, Michelle, Ina Machura, Radhika Jaidev, Kara Taczak, Michael-John Depalma, and Lilian Mina. 2021. “Writing Transfer and Work-Integrated Learning in Higher Education: Transnational Research Across Disciplines.” International Journal of Work-Integrated Learning 2021 22 (2): 183-197.

Edwards, Daniel, Kate Perkins, Jacob Pearce, and Jennifer Hong. 2015. Work Integrated Learning in STEM in Australian Universities: Final Report. Melbourne, Australia: Australian Council for Educational Research (ACER). https://research.acer.edu.au/higher_education/44/ .

Ferns, Sonia, Matthew Campbell, and Karsten Zegwaard. 2014. “Work Integrated Learning.” In Work Integrated Learning in the Curriculum , edited by Sonia Ferns, 1–6. Milperra, Australia: Higher Education Research and Development Society of Australasia (HERDSA).

Fleming, Jenny, Kathryn McLachlan, and T. Judene Pretti. 2018. “Successful Work-Integrated Learning Relationships: A Framework for Sustainability.” International Journal of Work-Integrated Learning 19 (4): 321-335.

Fleming, Jenny, and T. Judene Pretti. 2019. “The Impact of Work-Integrated Learning Students on Workplace Dynamics.” Journal of Hospitality, Leisure, Sports and Tourism Education 25: 1-10. http://dx.doi.org/10.1016/j.jhlste.2019.100209 .

Greer, A. Dominique, Abby Cathcart, and Larry Neale. 2016. “Helping Doctoral Students Teach: Transitioning to Early Career Academia Through Cognitive Apprenticeship.” Higher Education Research & Development 35 (4): 712-726. https://doi.org/10.1080/07294360.2015.1137873 .

​​Hay, Kathryn. 2020. “What Is Quality Work-Integrated Learning? Social Work Tertiary Educator Perspectives.” International Journal of Work-Integrated Learning 21 (1): 51–61.

Hughes, Karen, Aliisa Mylonas, and Pierre Benckendorff. 2013. “Students’ Reflections on Industry Placement: Comparing Four Undergraduate Work-Integrated Learning Streams.” Asia-Pacific Journal of Cooperative Education 14 (4): 265-279.  

Itano-Bosse, Miki, Rochelle Wijesingha, Wendy Cukier, Ruby Latif, and Henrique Hon. 2021. “Exploring Diversity and Inclusion in Work-Integrated Learning: An Ecological Model Approach.” International Journal of Work-Integrated Learning 22 (3): 253-368.

Jackson, Denise, and Nicholas Wilton. 2016. “Developing Career Management Competencies Among Undergraduates and the Role of Work-Integrated Learning.” Teaching in Higher Education 21 (3): 266-286.

Jackson, Denise. 2016. “Developing Pre-Professional Identity in Undergraduates through Work-Integrated Learning.” Higher Education 74 (5): 833–853. https://doi.org/10.1007/s10734-016-0080-2 .

Jackson, Denise. 2015. “Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice.” Studies in Higher Education 40 (2): 350-367. https://doi.org/10.1080/03075079.2013.842221 .

Jacobs, James. 2009. “Meeting New Challenges and Demands for Workforce Education.” In Reinventing the Open Door: Transformational Strategies for Community Colleges , edited by Gunder Myran, 109–121. Washington, DC: Community College Press.

Kay, Judie, Sonia Ferns, Leoni Russell, Judith Smith, and Theresa Winchester-Seeto. 2019. “The Emerging Future: Innovative Models of Work-Integrated Learning.” International Journal of Work-Integrated Learning, 20 (4): 401-413.

Kellogg Community College. 2020. “Apprenticeship.” Accessed January 8, 2022. https://www.kellogg.edu/academics/departments/industrial-trades/apprenticeships/ .

Kuh George, Ken O’Donnell, and Carol Geary Schneider. 2017. “HIP’s at Ten.” Change: The Magazine of Higher Learning 49 (5): 8-16. https://doi.org/10.1080/00091383.2017.1366805 .

Mackaway, Jacqueline. 2016. “Students on the Edge: Stakeholder Conceptions of Diversity and Inclusion and Implications for Access to Work-Integrated Learning.” Refereed Proceedings of the 2nd International Research Symposium on Cooperative and Work-Integrated Education, Victoria, British Columbia, Canada : 105–114. University of Waikato.

Martin, Andy, Malcolm Rees, and Manvir Edwards. 2011. Work Integrated Learning: A Template for Good Practice: Supervisors’ Reflections . Wellington: Ako Aotearea. https://ako.ac.nz/assets/Knowledge-centre/RHPF-c43-Work-Integrated-Learning/RESEARCH-REPORT-Work-Integrated-Learning-A-Template-for-Good-Practice-Supervisors-Reflections.pdf .

McLennan, Belinda, and Shay Keating. 2008. “Work-Integrated Learning (WIL) in Australian Universities: The Challenges of Mainstreaming WIL [Paper Presentation].” Australian Learning and Teaching Council (ALTC) National Association of Graduate Careers Advisory Services (NAGCAS) National Symposium 2008, Melbourne, Australia.

McRae, Norah, and Nancy Johnston. 2016. “The Development of a Proposed Global Work-Integrated Learning Framework.” Asia-Pacific Journal of Cooperative Education 17 (4): 337-348.

McRae, Norah, and Karima Ramji. 2017. “Intercultural Competency Development Curriculum: A Strategy for Internationalizing Work-Integrated Learning for the 21st Century Global Village.” In Work-Integrated Learning in the 21 st Century: Global Perspectives on the Future , edited by Tracey Bowen and Maureen Drysdale, 129–143. Emerald Publishing Limited.

Moore, Jessie L. 2021. “Key Practices for Fostering Engaged Learning.” Change: The Magazine of Higher Learning 53 (6): 12-18. https://doi.org/10.1080/00091383.2021.1987787 .

O’Banion, Terry U. 2019. “A Brief History of Workforce Education in Community Colleges.” Community College Journal of Research and Practice 43 (3): 216–223. https://doi.org/10.1080/10668926.2018.1547668 .

Oktay, Julianne S., Jodi M. Jacobson, and Elizabeth Fisher. 2013. “Learning through Experience: The Transition from Doctoral Student to Social Work Educator.” Journal of Social Work Education 49 (2): 207-221.

Orrell, Janice. 2011. Good Practice Report: Work-Integrated Learning . Strawberry Hills, NSW: Australian Learning and Teaching Council. https://www.newcastle.edu.au/__data/assets/pdf_file/0016/90034/WIL-Good-Practice-Report.pdf .

Papakonstantinou, Theo, and Gerry Rayner. 2015. “Student Perception of Their Workplace Preparedness: Making Work-Integrated Learning More Effective.” Asia-Pacific Journal of Cooperative Education. 16 (1): 23-24.

Pennbrant, Sandra, and Lars Svensson. 2018. “Nursing and Learning: Healthcare Pedagogics and Work-Integrated Learning.” Higher Education, Skills and Work-Based Learning 8 (2): 179-194. http://doi.org/10.1108/HESWBL-08-2017-0048 .

Purdie, Fiona, Lisa Ward, Tina McAdie, Nigel King, and Maureen Drysdale. 2013. “Are Work-Integrated Learning (WIL) Students Better Equipped Psychologically for Work Post-Graduation Than Their Non-Work-Integrated Learning Peers? Some Initial Findings from a UK University.” Asia-Pacific Journal of Cooperative Education 14 (2): 117-125.

Reid, Anna, and Keith Trigwell. 1998. “Introduction: Work-Based Learning and the Students’ Perspective.” Higher Education Research & Development 17 (2): 141-154. https://doi.org/10.1080/0729436980170201 .

Rowe, Patricia. 2017. “Toward a Model of Work Experience in Work Integrated Learning.” In Work-Integrated Learning in the 21 st Century: Global Perspectives on the Future , edited by Tracey Bowen and Maureen Drysdale, 3-17. Emerald Publishing Limited.

Sachs, J., A. Rowe, and M. Wilson . 2016. Good Practice Report: Work Integrated Learning (WIL) . Dept of Education and Training (DET).

Schnoes, Alexandra, Anne Caliendo, Janice Morand, Teresa Dillinger, Michelle Naffziger-Hirsch, Bruce Moses, Jeffery Gibeling, Keith Yamamoto, Bill Landstädte, Richard McGee, and Theresa O’Brien. 2018. “Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences.” CBE Life Sciences Education : 17 (1). https://doi.org/10.1187/cbe.17-08-0164 .

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Smith, Calvin. 2012. “Evaluating the Quality of Work-Integrated Learning Curricula: A Comprehensive Framework.” Higher Education Research & Development 31 (2): 247-262.

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Smith, Calvin, and Kate Worsfold. 2015. “Unpacking the Learning–Work Nexus: ‘Priming’ as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula.” Studies in Higher Education 40 (1): 22–42. https://doi.org/10.1080/03075079.2013.806456 .

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Stewart, Rodney A., and Le Chen. 2009. “Developing a Framework for Work Integrated Research Higher Degree Studies in an Australian Engineering Context.” European Journal of Engineering Education 34 (2): 155-169.

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Trede, Franziska. 2012. “Role of Work-Integrated Learning in Developing Professionalism and Professional Identity.” Asia-Pacific Journal of Cooperative Education 13 (3): 159–167.

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Valencia-Forrester, Faith. 2019. “Internships and the PhD: Is This the Future Direction of Work-Integrated Learning in Australia?” International Journal of Work-Integrated Learning 20 ( 4): 389-400.

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Weldon, Anthony, and Jake K. Ngo. 2019. “The Effects of Work-Integrated Learning on Undergraduate Sports Coaching Students’ Perceived Self-Efficacy.” International Journal of Work-Integrated Learning 20 (3): 309–319.

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Zegwaard, Karsten, and Susan McCurdy. 2014. “The Influence of Work-Integrated Learning on Motivation to Undertake Graduate Studies.” Asia-Pacific Journal of Cooperative Education 15: 13-28.

The Center thanks the members of the 2023 cohort of the Elon University Masters of Arts in Higher Education program for contributing the initial content for this resource: Jordan Ballantyne, Kelsey Baron, Ivy Breivogel, Toni Formato, Mackenzie Hahn, Cotrayia Hardison, Martha Lopez Lavias, Charlie Presar, Sadie Richey, Odaly Rivas, Amy Smith, and Rebecca Wiles. The initial content was edited by Sophie Winston, the Center’s 2021-2022 Publishing Intern.

Work-integrated learning 

Gain work experience with an industry partner for academic credit 

• For students
• Careers and Employability
• Work experience

Work-integrated learning combines academic theory with meaningful workplace practice within the curriculum to help you develop your employability.

If you are in the  final year of your coursework , work-integrated learning provides an opportunity to put theory into practice, develop your personal and professional skills, establish networks, and find out what it’s like to work in your area of study. It bridges the gap between your academic studies and your career.

Taking part in a WIL course will develop:

• an awareness of workplace culture and expectations
• a practical appreciation of your career
• industry insights
• experiences for your CV/job application
• career capability by gaining employability and transferable skills.

Entry requirements

To be eligible to take a work-integrated learning course, you must be in the final year of your degree program, with space to take an elective and a minimum overall GPA of 4. If you are organising your own internship, the proposed experience must meet minimum requirements and be approved as well. Once approved, you can enrol in the course.

Find out if you're eligible

First step is to complete the WIl Application form, to access the form go to the process for the WIL Applications via this link. The form will check your eligibility towards your program and you will find out if you are eligible to take a work-integrated learning course. If you are eligible, you will be provided with additional information about next steps to complete your application for your WIL course. 

Important dates for Semester 1, 2024

Applications closed.

BEL work-integrated learning options

There are three different options for undertaking a work-integrated learning course. Learn about your options, the process for each and get in touch to express interest.

Find 100 hours of work experience related to your field of study with a host organisation, on-site or online.

Industry consulting project

Work in a team with other students and an industry partner online or on-campus over a semester.

• Capstone intensive

Work in a team with other students in a 2-week on-campus intensive.

Express Interest 

Get in touch to let us know that you are interested. We can match you to opportunities as they become available or help you canvas for your own internship. 

Upcoming WIL Consults

Book a consult with a WIL Adviser and Employability Specialist

BEL Work-integrated Learning (WIL) Group Consult

Bel career starter.

• Contact us / Book an appointment
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• Student Work Experience Program
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BEL Careers and Employability

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• Received an offer letter? Here’s what’s next.
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• Upon selection in the Online Assessment, candidates will be required to go through Business Discussion Round
• 10th Standard: Pass
• 12th Standard: Pass
• Graduation – 60% or 6.0 CGPA and above as applicable by the University guidelines
• 2021, 2022 and 2023
• Bachelor of Computer Application - BCA
• Bachelor of Science- B.Sc. Eligible Streams-Computer Science, Information Technology, Mathematics, Statistics, Electronics and Physics
• Open school or distance education is allowed for 10th & 12th only.
• One Backlog is allowed at the time of Online Assessment.
• Candidates are expected to clear the backlogs along with the 6th semester.
• Mandatory to have studied Core Mathematics as one subject in Graduation.
• Business Maths & Applied Maths will NOT be considered as Core Mathematics in Graduation.
• Max 3 years of GAP in education allowed (between 10th to commencement of graduation).
• No Gaps are allowed in Graduation. Graduation should be completed within 3 years from the start of graduation.
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Work Integrated Learning Program 2023

Planning out your future is not always easy! Do you opt for higher education, or should you start working right away? The first option boosts your career but will mean an upfront investment. The latter enables you to get a head start on your career — but what about future growth? And there’s always the uncertainty of finding the right job at the right time. The solution is simple. Wipro’s Work Integrated Learning Program 2023 offers BCA and BSc students a chance to do it all! Start working at Wipro while pursuing an M.Tech degree from a premier university. Here’s the best part — we sponsor your degree too. Interested?

Eligibility Criteria

Year of passing, qualification, other criteria, joining details, stipend details.

Period: (INR Per Month) 1st Year: You will receive a stipend of INR 15,000 + 488 (ESI) + Joining Bonus of Rs.75,000 along with the 1st month Stipend. 2nd Year: You will receive a stipend of INR 17,000 + 533 (ESI). 3rd Year: You will receive a stipend of INR 19,000 + 618 (ESI). 4th Year: You will receive a stipend of INR 23,000 One time Joining Bonus - 75000 INR Merge Bonuses for the 1st 3 years post completion of the M.Tech degree. Post the completion of the program, designation will be Senior Project Engineer and compensation will range from INR 6,00,000 p.a onwards depending on performance. Other Benefits: • M.Tech degree fully sponsored by Wipro. • Group Life Insurance of INR 14 Lakhs p.a • Group Personal Accident Cover of INR 12 lakhs p.a Performance Bonus is applicable only to full time employees recruited after successful completion of WILP program. Bonus details are mentioned below: End of 1st year: 1,00,000 to 1,50,000 End of 2nd year: 1,00,000 to 1,50,000 End of 3rd year: 1,00,000 to 1,50,000

Training Agreement

You will be required to sign a training agreement for 60 months upon joining. Please Note: You will be liable to pay a sum of INR 75,000 on pro rata basis if you leave the organisation before 5 years of the training agreement are up.

Selection Process

Every eligible candidate must go through below online assessment details appended for your reference..

It is entirely the responsibility of Wipro to permit/limit the participation of each candidate in the Work Integrated Learning Program 2023 recruitment process. Reservations Parameters and selection procedure belongs solely to the discretion of Wipro. Wipro is not obligated to disclose any information at any stage of the selection process. Wipro also reserves the right to make an initial offer if the provisionally selected candidate does not meet certain conditions, which are a prerequisite for employment. Wipro also reserves the right to be held liable to any candidate if he/she is found to be involved in any illegal activity, for example: misperception, fraud, production of illegal documents, etc. Wipro will inform candidates about the results of the recruitment by individual e-mails or other means of communication provided by individual candidates. Please note that at any stage, whether during your online test and/or interview process or upon joining the Company, if it is brought to our notice that you have indulged in malpractices or used illegal means to clear your online assessment, the Company shall withdraw or revoke the offer with immediate effect and we reserve our rights to take suitable action against you as we may deem fit. We are an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, gender identity, sexual orientation, disability status, protected veteran status, or any other characteristic protected by law. Any complaints or concerns regarding unethical/unfair hiring practices should be directed to our Ombuds group www.wiproombuds.com

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If you encounter any suspicious mail, advertisements, or persons who offer jobs at Wipro, please email us at [email protected] . Do not email your resume to this ID as it is not monitored for resumes and career applications.

Any complaints or concerns regarding unethical/unfair hiring practices should be directed to our Ombuds Group at [email protected] We are an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, caste, creed, religion, gender, marital status, age, ethnic and national origin, gender identity, gender expression, sexual orientation, political orientation, disability status, protected veteran status, or any other characteristic protected by law. Wipro is committed to creating an accessible, supportive, and inclusive workplace. Reasonable accommodation will be provided to all applicants including persons with disabilities, throughout the recruitment and selection process. Accommodations must be communicated in advance of the application, where possible, and will be reviewed on an individual basis. Wipro provides equal opportunities to all and values diversity.

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Work-Integrated Learning (WIL)

  what is wil.

By definition, WIL is an educational practice that intentionally integrates academic study in the workplace or a simulated work environment. Students reinforce their learning outcomes and academic theories through practical applications that are relevant to industry or community partners' needs.  

EXPLORE TYPES OF WIL

  How Does WIL Work? 

• WIL is all about innovation. Students work with project partners to develop new solutions to emerging problems that impact industry and/or community stakeholders. Under faculty supervision, the student-driven ideas are presented to the project collaborators with the possibility of implementation. Read what our partners are saying . 
• Students explore different aspects of business through a variety of WIL projects beginning in the first year of study, to further solidify areas of interest while exploring a variety of industries and career opportunities. This allows for the learning to be scaffolded so that the required skills are developed intentionally to facilitate more robust project work in the third and fourth years of study.   
• WIL allows U of T Scarborough BBA students to graduate with an internationally recognized degree combined with practical experience that develops highly sought-after transferable skills to meet the demands of today's knowledge-based economy.

Work-Integrated Learning (WIL) in the Classroom

PROJECT NAME: Residential Delivery Model Research Report 

PARTNER: @Door  

TERM: Summer 2023 

COURSE: MGAD70H3

Students in Professor Kong’s Management Information Systems class applied key course concepts to an emerging parcel delivery service, @Door. Students explored @Door’s business model and strategy, as well as relevant data, to inform a final report that delves into a) marketing strategy; b) information metrics; c) corporate governance; and, d) technology analysis of the company. In addition to extensive research conducted, students leveraged data analysis using Power BI.

PROJECT NAME: Open Banking 

PARTNER: CIBC

COURSE: MGAD45H3

Professor Kong’s course partnered with the leaders at the Fraud Strategy Department at CIBC to learn what the emerging topic of Open Banking can mean for Canadian financial institutions. The team delivered an in-person presentation where students had the opportunity to engage with the topic and ask questions. From there, the class acted as consultants to CIBC by performing detailed market and industry research regarding Open Banking. Their final report was accompanied by a presentation on a recommended strategy and implementation plan.

PROJECT NAME: Start-up Marketing Recommendation Plan 

PARTNER: African Impact Initiative  

TERM: Winter 2023 

COURSE: MGMB01H3  

Professor Dewan’s Marketing Management course is a strong example of the global WIL experience. Students in the course had the opportunity to collaborate with the 2023 cohort of the African Impact Initiative , comprising 16 start-ups within the health sector from nearly 10 pan-African countries.

Students enjoyed hands-on learning experience in applying the knowledge from the course while learning about the real-world barriers faced by different segments of entrepreneurs, specifically within African regions. Working in groups, students interacted closely with start-up founders through multiple touch-points, including Zoom sessions, to understand the founders’ specific marketing challenges and vision. This resulted in the class producing a comprehensive written recommendations report and an accompanying video-recorded presentation. 

PROJECT NAME: Confectionary Business Analysis 

PARTNER: Nestlé

TERM: Fall 2022 

COURSE: MGFD70H3  

Students in Professor Ahmed’s course acted as consultants to Nestlé by helping review their confectionary business unit performance ahead of the upcoming Halloween season. The course had students working in groups to produce a) industry analysis; b) pricing strategy; and, c) production equipment enhancements. Students leveraged company data as well as background information to supplement their research.

PROJECT NAME: Inclusive Leadership 

PARTNER: RBC 

COURSE: MGHC02H3  

Professor Heathcote’s Management Skills class partnered with RBC to study and make recommendations regarding the practice of inclusive leadership and creating an environment of belonging. Students worked in groups to apply course concepts and develop a presentation that informs RBC leadership of their learnings and an implementation plan that could be potentially leveraged in an RBC orientation program. The top projects were selected for presentation to RBC leadership.  

LEARNING OBJECTIVES:

• Enhancing stakeholders’ knowledge of inclusive leadership, belonging and othering, and their relevance and application to a variety of populations i.e. how they are understood, defined, and the issues of greatest importance to a particular population or culture. 
• Potentially experiencing vulnerability with less familiar people, with the goal of understanding their experiences.  
• Recognizing that empathy and self-awareness are key to developing one’s own sense of inclusive leadership.  
• Developing the hard and soft skills related to confirming expectations and communicating findings to an organization. 
• Honing research skills to ensure relevant and valid information is presented.

PROJECT NAME: Adapting Agile Methodology 

PARTNER: HP Canada 

COURSE: MGIB02H3  

Students were tasked with researching the popular project management style Agile that involves continuous testing and responsiveness to change. It is an iterative approach to completing a team-based project throughout its life cycle, with an emphasis on trust, flexibility, empowerment, and collaboration.

Typically, this approach is used in the context of software development; however, given its demonstrated effectiveness at producing highly adaptive outputs, HP Canada was interested in how they might apply the Agile approach to work within several of their business streams—including Finance/Accounting, Human Resources, Supply Chain, Sales, and Business Development—across global operations.

Towards the end of the course, the class worked in groups to submit a recommendation report as well as present an executive summary to the partner.  

LEARNING OUTCOMES: 

Demonstrate understanding of key organizational behaviour (OB) concepts and theories.

Demonstrate ability to recognize and apply OB knowledge.

Demonstrate use of evidence-based management in assessment and problem solving.

Demonstrate effective communication skills (e.g. concise writing, clear verbal exchanges). 

Demonstrate critical analysis and problem solving. 

Demonstrate interpersonal skills (e.g. managing team processes effectively).

PROJECT NAME: Scarborough Town Centre Marketing Plan 

PARTNER: Scarborough Town Centre 

COURSE: MGMA01H3

Principles of Marketing during the Winter semester saw the course partnering with the local mall, Scarborough Town Centre (STC), to deliver hands-on experience in applying the concepts and methods of marketing to a problem.  Students toured the venue and received a briefing from STC management to inform their final analysis. In small groups, students created a marketing plan for STC that highlighted specific tools to support implementation. In addition to a comprehensive written report that included a strategic analysis, groups also delivered their recommendations as final presentations to cap off the semester.

PROJECT NAME: Copper Mining in Canada 

PARTNER: National Bank 

COURSE: MGEC08H3

Professor Au’s Economics of Markets and Financial Decision Marking course partnered with National Bank where students were introduced to a case study examining the copper mining industry in Canada. Through a Q&A session, the class engaged with staff from the National Bank team in order to gain a holistic understanding of the topic and factors affecting the industry. Students were then tasked to perform a SWAT analysis for a mining company along with recommending strategies to expand its operations. The groups presented their work directly to National Bank in addition to submitting a final report.

PROJECT NAME: Start-up Business Consultants 

PARTNER: Nobellum  

COURSE: MGMC02H3  

Nobellum is a non-profit social and technology enterprise dedicated to creating space in the technology industry for Black founders in STEM. Students in Professor McConkey’s Consumer Behaviour class acted as consultants to the various start-ups from the 2022 Nobellum Innovator Program cohort. In close partnerships with start-up founders, students conducted extensive research to validate their business models and strategies. At the end of the semester, the founders benefitted from a detailed implementation plan.

PROJECT NAME: Research Report 

PARTNER: New Venture Program Start-ups 

COURSE: MGMC11H3

The BRIDGE is home to the New Venture Program (NVP) , a rigorous incubation and mentorship program to help student start-up founders in the creation of business plans, investor decks, and go-to-market strategies. Professor McConkey’s Product Management and Branding class partnered with NVP start-up Perfect Strangers, a platform enabling like-minded individuals to share intercultural experiences. After examining the start-up case study, students produced a research report to analyze the user experience and recommend changes that support product-market fit.  

PROJECT NAME: Synchronous and Asynchronous Behavioural Interviews 

PARTNERS: Various 

COURSES: COPB12H3 / COPB14H3 , MGHC02H3 , MGHD25H3  

Behavioural interviews are a key example of a multi-course WIL project involving both junior and senior students as well as external partners through industry and alumni engagement.

Students in the first-year Management Co-op workplace preparedness course have an opportunity to apply their learnings and sharpen their interview skills through both a synchronous and an asynchronous format. The interviews are designed to mimic what transpires in the recruitment landscape, whereby students participate in a one-on-one 30- minute interview with an external partner. Over the Winter 2023 semester, more than 40 unique alumni and industry partners volunteered to deliver an individual interview experience to approximately 380 students enrolled in courses. As interviews are designed to be a learning experience, employers provided either verbal or written feedback to students and an opportunity to increase their networks and professional social capital.

Students were also given an opportunity to interview with senior students of MGHD25 (Human Resources Recruitment and Selection) who identified relevant competencies for a hypothetical job posting and created behavioural interview questions with accompanying STAR probes and scoring keys (BARS). The senior class then conducted virtual interviews as a panel with first year co-op participants.

Additionally, junior co-op students recorded video interview responses in order that the MGHC02 (Management Skills) class was enabled to review and provide written performance evaluation and feedback through an online form.  

• Design, conduct and score behaviour-based interviews.
• Evaluate interview performance and provide feedback.
• Demonstrate ability to orally relate skills-based stories to demonstrate experiences needed to be successful in securing a job.

PROJECT NAME: Business Analysis Data Project 

PARTNERS: Kenvue 

TERM: Fall 2023 

COURSES: MGTC28H3

The project's main objective is for students to apply computer programming to the real world. Through this Work-Integrated Learning (WIL) opportunity, students performed in-depth research and analysis of the problems provided by the project partner, engaging in small teams. The teams combined their business acumen with computer programming skills to "develop" a solution and present it to the "clients" utilizing masked data that was shared for the purpose of analysis. Through project work, students leveraged tools such as Jupyter Notebook and Github.

BECOME A WIL PARTNER    

Testimonials

From the conceptual and ideas phase of the SDI project to executing the launch of the platform, the project could not have been done without the creativity, theoretical knowledge, and strong leadership skills of the UTSC students. Beginning with access to an ideas bank like the CSC 101 student body was invaluable in solving a community-based problem with the use of technology. From this group we had access to strong, enthusiastic students who transitioned smoothly into full-time co-op team members. Both semesters the co-op students were engaged and integral in moving the project forward and on time.

– Hope Nestor, Research Partnership Lead, Toronto East Quadrant Local Immigration Partnership, Catholic Crosscultural Services  

It was a really successful project. [My team] and I messaged one another immediately after the presentation as we were amazed at the quality of information. Many thanks for connecting us with Professor Radhakrishnan . 

– Lina Wang, HR Business Partner and Talent Acquisition, HP Canada (Course Integration: Introduction to Industrial Relations )  

The majority of the presentations were outstanding, and have certainly given us a lot to think about. If you would like to use OMERS again for any future student assessments, we would love to be included. 

– Gillian Macgregor-Spurr, Manager, Leadership & Digital Learning, OMERS (Course Integration: Management Skills )  

BECOME A WIL PARTNER  

WIL Resources for Employers 

• Career Ready Program (ITAC Talent)

Types of Work-Integrated Learning (WIL)

Co-op consists of  paid work terms  that alternate between academic terms. Work terms provide experience in a workplace setting related to the student’s field of study. The number of required work terms varies by program; however, the time spent in work terms must be at least 30% of the time spent in academic study.

Mentorship, space, and/or funding is provided to engage students in the early-stage development of business start-ups either for academic credit or through our co-curricular  New Venture Program . Developmental formation is self-directed with strong foundational business theory to set students up for success as entrepreneurs or corporate innovators. See also:  The BRIDGE .

Student research that addresses specific needs of an external partner organization, often taking place in the field. Characteristics include: student-generated research questions, methodologies, conceptual frameworks, and project management plans under academic supervision. Students analyze the collected information or data to reinforce their understanding of how research outcomes relate to the concepts from their academic curriculum. Projects often focus on consulting, design, market research and analysis, data analytics, and community-focused initiatives.

Short-term, practical activities outside of the classroom in a setting relevant to the student’s academic discipline offering intensive practical skills development. Students may investigate similarities and differences amongst multiple environments, or focus on a specific outcome. These experiences prepare students for professional fields where there might not be formal certification.

Competitive events such as case competitions and hackathons in which teams work on industry-provided projects over a short period of time, such as a weekend or a week. These events are often sponsored and judged by industry representatives who work with U of T staff, faculty, and students to co-develop a case based on a present-day industry challenge. Long-term engagements include the  Student Managed Fund , where students gain experience by managing simulated investment portfolios on the actual market, and the  Management Consulting Group .

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Chapter 10: Writing at Work

10.3 Writing for a Format

Purpose is key to a well-written message. However, your writing also needs to change based on the format the message takes. Once you understand your audience and purpose, you will want to choose the form and format of your writing. Your writing could take the form of a business letter, memo, report, or set of instructions. The format or medium of your writing will either be electronic or in print.

Writing at work means you are always representing your employer. If you are using any kind of official communication channel, like your work phone number, email address, social media accounts, or formal document template, remember that what you say and do reflects on your employer. So, write consciously for that format, thinking both about your audience’s perceptions of your content and their overall perception of your employer. Employers have their own identity in the business world. It is your job to ensure that the mission, vision, and values are reflected in any communications you write on behalf of your employer. As per usual, if in doubt, run your writing by your boss if you aren’t sure if you got it right.

Branding and Public Relations

Many organizations have their own logos and communication standards. Larger companies are likely to have templates that they use for official communication purposes. This may include a branded powerpoint slide deck, branded email signatures, branded report templates, and requirements related to colour, font, layout, and more. Each organization uses these elements to reinforce the idea and values of their workplace. It is very important that you learn these requirements early and ask questions if you aren’t sure what the rules are.

If you are acting in an official capacity, you may need to learn and uphold the conventions of your workplace. This is great information to ask when you are first starting out at a new job. If there is a public relations department or a communications department, they can provide you with an orientation and possibly a style guide to follow. If you work in customer service, you may even find that you are meant to follow specific scripts in both your written and verbal communications.

Learn when and how to use your work email account. Avoid conducting personal matters using that account. Because of confidentiality and protection of personal information, you could run the risk of making those communications available for others. Keep a clear divide between your work life and your personal life.

Here are a few tips for writing emails for work:

• Include only the people who need to know. Many employees receive too many emails! When you decide who to address your email to, less is more. Avoid reply all and unnecessary cc’s. If your message needs to be shared later on, it can always be forwarded.
• Write a detailed subject line. Believe it or not, that is all that some people read! As long as your message communicates information that is positive or neutral, state your purpose or request clearly and directly in this subject line.  It saves time and will motivate your audience to open the message.
• State your purpose first. Think of the first sentence of your email like a restatement of your subject line. It needs to very clearly communicate why you are writing and what you need from your audience.
• Use complete sentences. All work emails are considered professional correspondence. Avoid using abbreviations, short forms, and overly casual language. You don’t want to look like the writer in our first example!
• Be direct and brief. Respect the time of your audience by avoiding unnecessary detail. Start with the most relevant information in your first paragraph. If you need to provide more detail, do it later in the message.
• Offer a clear next step. Work emails are transactional, so focus on your next step. Before you end the message, be clear about the action that the person needs to take. Be specific and ask for clarification. If you need something done in a particular way or for a specific timeline, explain that clearly. If it is appropriate, you can briefly explain why.
• Follow the conventions. If your employer has a script or other expectation for your writing, follow it closely. Otherwise, follow the general suggestions outlined earlier related to audience, purpose and tone.

Reports follow a variety of conventions and rules. In many workplaces, frequent communication types are often templated. Think back to Chapter XX on Workplace Safety. Did you slip and fall at work? There is likely a specific form you need to fill out and send to your employer. Here are a few tips for writing reports at work:

• Stick to the template. If there is already a pre-set form, complete it as fully and accurately as possible. For example, many customer service roles require you to document your interactions with clients or customers. This form of data collection likely happens at many levels, so you will want to use the conventional structure and language to make it easier for others to track and document.
• Use a model or script. If you are writing a type of report for the first time, you may want to consider asking your supervisor or coworker for examples. In some cases, there may be information that must be provided each time. Look for scripts and models in your employee handbook or other orientation information. If in doubt, ask!
• Be careful what you share. Internal and external reports may also include different kinds of information. Ask your employer if you are uncertain if certain information should be made publicly available. Proprietary information is sometimes protected for a variety of reasons.

Multimedia can be a challenging area to write in. You need to combine the visual and textual combinations with any branding conventions and messaging. Here are a few tips for working with multimedia:

• Plan ahead. It always takes longer than you think to put together a stellar presentation or video. Take the time you need to do it right, especially if you are new to this kind of work. Multimedia can come across very unprofessionally if you pulled it together at the last minute.
• Focus on your audience. It is easy to use multimedia as a crutch. Often we design in ways that are useful and easy for ourself. Take time to revise. Ask yourself what your audience needs to know, and use that to decide which visual and textual information you need to provide.
• Less is more. Try to avoid crowding your communication with too much text or too many visuals. Use white space and document design to make it easy to read and follow. Don’t use your slides as your own personal script.

Social Media

Social media conventions and platforms are always changing. As this happens, your organization needs to decide how and when they will engage. Brands often express their personality through their social media accounts. Social media is equally about which platforms your organization uses and how they use them. Think carefully about some of the common ways that companies use social media to promote themselves. Kate Sehl (2021) summarizes for Hootsuite some of the reasons why corporations use social media:

• To increase brand awareness
• To connect with specific audiences
• To gauge customer satisfaction
• To provide customer support
• To boost traffic and sales
• To share corporate communications
• To recruit top professionals
• To build a brand community

Case Study: Aimee Brands Her Message

The marketing team has finalized a few parts of their marketing strategy. They have also paid for a beautiful photoshoot in the airport to support their message. Aimee’s next task is to ensure that her ideas meet the brand standard. She starts by selecting appropriate colours, fonts, and sizes. She then creates a sample version of the same message for all of the airport’s social and print media accounts. The same concept needs to be delivered in email marketing, Facebook ads, Instagram ads, and traditional posters for bus stops and billboards. As she revises her message, she focuses less on the words, which were already approved by Mark, and instead on the conventions and requirements for each platform.

Writing with Bad News

There will be times when you need to deliver a message that your audience does not want to hear. Sometimes, it means you need to say no, refuse a service, or discontinue a relationship. While this is unlikely in most entry positions, as your career progresses, you may need build this skill. These kinds of messages can be perceived as negative. However, bad news is a part of life and a part of work. The same rules apply as above. Focus on your tone and use positive language when you can.

Here are some tips to help you deliver a negative message.

• Consider the form and format of your communication . Maybe a phone call would be better than an email. If you are communicating verbally, either in-person, or over the phone, make some notes of the key points.
• Ensure you are calm when you set out to write . You may need to write the message and wait to send it. You may also want to have someone else read it before you send it.
• Use objective language and avoid assigning blame when possible. For example, instead of saying Tony made an error with your order, simply request an adjustment. Focus on the outcome or the results instead of the blame.
• Apologize if appropriate. If you or the company are at fault, express what you can do it remedy the situation and be specific about the timeframe or consequences. If you aren’t sure about apologizing, ask your supervisor first.
• Consider an indirect approach. If the negative message is unexpected or may cause an emotional response, you can use an indirect buffer. Most people recognize these for what they are, but it still helps, for example, “After a number of impressive interviews, we have decided to hire another contractor to do the work for us.”

Writing with a Team

Writing with a team can be both fun and challenging! Like with any other teamwork tasks (see Chapter 8: Interpersonal Skills ), writing with a team requires careful planning and organization. Here are a few tips for writing with a team:

• Clarify the expectations of each contributor. Coordinating the work is often the biggest challenge. Be clear exactly about what each person’s role will be. Some people may have writing tasks, others may only have editing, revising, or research tasks. Allocate the roles according to people’s strengths and knowledge.
• Set realistic timelines. Collaborative work can take longer, but the results are often better! Build time for planning and for checking in on your project. Whenever you can, get your pieces done efficiently (early if possible!) so that others aren’t waiting on you. If you are waiting on someone else, be sure they know what you need and when. Then, just be patient!
• Use technology to support collaboration. Shared documents can make it a lot easier for people to work together, even in real time. You may also consider using technology to outline or plan your writing project. If there is a digitized template to follow, do it!
• Edit for a consistent voice. Consistency in shared documents can be a challenge. You may want to identify one team member to edit for a consistent voice. If it helps, you can also establish a common guide or template to help maintain consistency.

Revising Your Work

Revision is a process of editing and refining your work before you share it with your intended audience. It is about reconciling what you have written with your purpose and audience. This can be a long process of making changes, getting advice, and tweaking. It can also be as quick as a spell-check. That being said, did you know that you should spend more time revising your work than you do on the initial draft? When it comes to building the skill of writing, revision is where the learning happens. With all these elements to consider, it may seem like it would take forever to get a simple email written. However, with enough practice these will become automatic things you look for and do.

When you revise, you may have a few different goals in mind. Eric Grunwald (2016) describes revising as “re-seeing your paper in a new way”. This means, as you revise, that you are taking the time to think about your paper from different points of view. Here are a few points of view you might consider as you revise.

Point of View 1: Revising for Respect

Using respectful language means being inclusive, using social conventions, and avoiding gendered language. Inclusive writing “respects and promotes all people as valued members of society” (Queen’s University, n.d.), avoids stereotypes, and recognizes person-centered language. Use the names, pronouns, and other vocabulary that the person or groups prefer or have given you. For example, look at the name the person uses to end their letter or email, and use that name without shortening it or making assumptions. When you are unsure about which pronoun to use, choose the gender neutral, they. Avoid referring to a person’s age, gender or sexual orientation, culture, ethnicity, race, religious affiliation, or disability unless it is within the specific scope of the email. Some examples of neutral terms follow:

• humankind, not mankind
• chairperson, not chairman
• working hours, not man hours
• E.g. First-year students should open his their orientation package
• Be mindful of appropriate terms

For more information on gender-neutral language visit Legistics Gender-neutral Language .

Point of View 2: Revising for Accessibility

Ensure that you use plain and concise language when writing professionally. Keep your message easy to understand and avoid jargon, emojis, and text speak such as BRB (be right back). There will be times when you will need to use the specialized terms of your industry, but using plain language will ensure everyone can read and understand your message. For example, if you read the following would you get the correct message?

The offline engagement process will ensure all stakeholders can provide feedback on the retail expansion project.

Here is the message again in plain language:

  A public meeting will be held with local residents to hear concerns over the re-zoning application.

Point of View 3: Revising for Culture

You may need to do a revision for your writing linked to culture. If you are writing for or about a culture that is not your own, you may need to engage in consultation. Some writing cannot be done by a single person! If you are writing about other people’s experiences, make sure you get their consent and permission. If you are writing for another culture, you may want to make sure that you make references and use examples that are culturally relevant. As you revise, seek feedback from others to ensure you have not accidentally misrepresented others or misunderstood their needs as readers.

Here are some questions you can ask when you are revising for culture:

• How would I feel if I was a member of the group I represented?
• What experiences did I represent? How do they reflect on the group I represented?
• What biases am I sharing? How can I eliminate these?
• What might be triggering in my content? Should I provide a warning?
• Are there stereotypes or microaggressions I may be contributing to?

Editing is making changes to your work to make it stronger. Good editing will help refine your writing to make the action clearer. This means that editing means returning to the three concepts you used when you planned your writing task: audience, purpose, and tone. Most of the time, revision’s purpose is primarily to help make these three elements clearer and easier to understand.

Editing for audience means going back through the writing to look for cues for your audience. If you revised from their point of view, you should see the audience more clearly reflected by the end.

• Is the style of the writing comfortable for my audience (e.g. level of formality, word choice, viewpoint, argumentation style, citation style)?
• Is the writing organized in a way that makes it easy for my audience to act (e.g. purpose stated up front, direct, action items in order, clear next step provided)?

Editing for purpose is primarily about organization and the clarity of your speech. It means that your purpose is easy to find and easy to understand.

• Is my purpose easy to locate?
• Is my purpose stated as clearly and simply as possible?
• Is there the right balance of detail to help express my purpose?

Editing for tone means reviewing your writing for consistency and for style. Editing for tone is primarily about focusing back on the concepts we described earlier in the chapter: directness, confidence, sincerity, and positivity.

• Did I state my purpose first as clearly and accurately as possible?
• Can I omit hedging, vague language, or redundancy to make my writing more confident?
• Can I add information to make my writing more credible?
• Can I rephrase any of my ideas in a positive and audience-friendly way?

In addition to revising for the major elements you planned for at the beginning, there are a few more big concepts worth reviewing. The Writing Center at University of North Carolina at Chapel Hill (2021) summarizes these main components of as clarity, style, and citation. In other words, revision also tries to answer these big overall questions with a YES:

• Is my writing clear?
• Is my writing consistent?
• Is my writing organized?

Keep it clear. Clarity in writing is often about simplifying. This means you need to omit any extra words, ideas, phrases, or even paragraphs that you don’t need. A lot of writing is vastly improved by deleting unnecessary information. Clarity can also be about improving your word choice. Here are a few tips to improve your clarity:

• Have only one main point per paragraph
• Use simple and easy to understand concepts
• Omit long lead ins, repetition, and cliches
• Avoid jargon and acronyms unless your audience expects them
• Use a thesaurus and a dictionary to find the most precise and accurate language

  Keep it consistent. Consistency in writing comes from similarity across the writing you do. This means using a similar structure, format, language choice, sentence structures, and level of formality. Here are a few tips to improve your consistency:

• Consistently use branding and other conventions of your workplace
• Use the same font, headings, and document design throughout your writing
• Follow any templates as accurately as you can
• Document your sources in the same style throughout your writing

Organize your ideas. You may even want to do this by jotting down the key points before you start your actual writing. Progress through your ideas in a clear, logical order to ensure that your audience gets the information they need when they need it. Whenever possible, give the most important information first. Most people remember and choose to continue reading based on what they read first, so place the most important points at the beginning (Goodwin, 2018).

Here are a few tips to improve your organization:

• Identify your main point first
• Use a topic sentence to state the purpose of each of your paragraphs or sections
• Use headings and document design to make your organization easier to follow
• Consider providing an executive summary for longer reports at the beginning
• Make a request at the end
• Offer a concrete next step for follow-up

Acknowledge your sources. Remember, all writing, and not just school writing, requires citations. When you use an idea that isn’t your own, you need to attribute it. This may look different based on your writing task. You may use weblinks, brief in-text references, footnotes, or other forms of citation base don the format. If you aren’t sure which format you should use, ask! Acknowledgment practices are unique to each organization and also to different types of documents. Here are a few tips to help acknowledge your sources:

• Keep careful notes of where all your sources came from
• Learn your workplace’s common citation guidelines
• Become familiar with at least one citation style
• Link to the original source instead of copying content when appropriate
• Uphold copyright guidelines and don’t copy anything without permission
• Ask for help from your supervisor or instructor if you are ever uncertain about how and when to provide a citation

Proofreading

Proofreading is when you do a line-by-line or sentence-by-sentence review of your writing. Your focus should be on the grammar, punctuation, and spelling. By the time you get to proofreading, you are no longer trying to refine the ideas. All you are worrying about is the expression of the ideas. Always proofread your work or ask a colleague to look it over. Regardless of the form, audience, or purpose, proper grammar, punctuation, and spelling will influence your audience’s perception of you and the company you work for.

Here are some proofreading techniques you can try.

Use spelling and grammar checks. Your word processor has these features for a reason! Carefully review all of the underlines in your document to ensure that you have corrected any errors identified by the checks.

Listen to the flow. Try reading the document aloud. Often you can catch trouble spots through where you make mistakes in your reading. You can also have someone else read the document to you. If the document is written on a computer, you can also use a screen reader to read you the document.

Document your errors and feedback you have received. All of us have particular grammar errors we struggle with. If your teacher, supervisor, or other trusted person gave you feedback on your work, take note! It is a great idea to develop a checklist of your common errors, misspelled words, typos, or punctuation challenges. Then, every time you proofread, you check for your own challenges. You will learn a lot!

Read the content out of order. Some people read one paragraph at a time, starting at the bottom. Others read just one line at a time. Block out the content to focus on the words, sentence structure, and grammatical structure.

Key Takeaways

• Writing for work should be action-oriented with a clear sense of the message’s audience, purpose, and tone
• Plan your writing task and research before you begin
• Follow an example when you are writing in a new format for the first time
• Uphold the branding and style conventions of your workplace
• Spend extra time revising your work to add clarity, consistency, and organization

Media Attributions

• “Figure 10.5 Points of view to consider when revising” by Deb Nielsen, Emily Ballantyne, Faatimah Murad and Melissa Fournier is licensed under a  CC BY-NC 4.0 licence .

Goodwin, J. (2018). The top 10 business writing skills you should learn today . Magoosh professional writing. https://magoosh.com/pro-writing/business-writing-skills/

Grunwald, E. (2016, March 31). The writing process . MIT Global Studies and Language. https://writingprocess.mit.edu/process/step-4-revise

Kendall College. (2017). Writing Process . Kendall College. https://guides.kendall.edu/writingprocess

Nicoguaro. (2011). Mind Map Guidelines [image]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:MindMapGuidlines.svg

Queen’s University. (n.d.). Inclusive language guidelines . Style guide. https://www.queensu.ca/styleguide/inclusivelanguage

Sehl, K. (2021, May 10). Social media for big companies: 10+ inspiring examples . Hootsuite. https://blog.hootsuite.com/social-media-for-big-companies/

The Writing Center. (2021). Editing and proofreading . University of North Carolina at Chapel Hill. https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

Getting Ready for Work-Integrated Learning Copyright © 2022 by Deb Nielsen; Emily Ballantyne; Faatimah Murad; and Melissa Fournier is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Work Integrated Learning: A Guide to Effective Practice

Journal of European Industrial Training

ISSN : 0309-0590

Article publication date: 10 May 2011

Cooper, L. , Orrell, J. and Bowden, M. (2011), "Work Integrated Learning: A Guide to Effective Practice", Journal of European Industrial Training , Vol. 35 No. 4, pp. 414-417. https://doi.org/10.1108/03090591111128360

Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited

Book synopsis

Building on earlier research on work integrated learning programmes, Janice Orrell has partnered with colleagues Lesley Cooper and Margaret Bowden (2010, p. 1) to provide a “Practical guide for designing and managing learning programmes that occur in the workplace”. With such a lofty applied goal, one might expect a tabbed, spiral manual rather than a scholarly paperback.

The book is designed to offer readers an applied, “hands‐on” type of guide for managing a work integrated learning programme. The authors take an andragogical approach to this instructional guide, providing a conceptual map in the introduction that identifies which chapters address each of seven distinct dimensions of work‐integrated learning: purpose, context, partnerships, integration, curriculum, learning and support. These application‐oriented segments offer a practical and active reference guide, as opposed to a theoretical shelf text.

The first section addresses aspects of leadership and vision (Chapter 1), and defines the seven dimensions of work‐integrated learning (Chapter 2). The next section of the book addresses the core dimensions of work‐integrated learning: curriculum and learning (Chapter 3), teaching (Chapter 4), assessment (Chapter 5) and supervision (Chapter 6). Finally, the authors address management concerns and problems while offering a blueprint for designing and managing a work‐integrated learning programme using a five‐stage continuous improvement design. This instructional checklist addresses the purpose, design, setup, implementation and improvement of a university and industry partnership programme. Chapter 7 provides lists of a programme coordinator's activities, privileges and rewards from the university, strategies for recognising workplace participants and even vital elements for the contract between the university and the workplace. Shadowbox scenarios and testimonials illustrate the instructional approach. In the implementation section, the authors analyse the work integrated learning management process from the academic coordinator's point of view. This analysis covers the starting point of establishing relationships and closes with the steps for successful programme evaluation.

In Chapter 1, the authors consider old and new university paradigms for work integrated learning, as it has evolved from cottage industry to a significant higher education enterprise. They outline specific drivers motivating workplace and university implementation of work integrated learning programmes, including learning enhancement, workforce development, transfer of workplace knowledge and enhancement of university – industry partnerships. A best practice case study from Victoria University in Australia illustrates how a higher education organisation can demonstrate and support institutional commitments to a learner‐centric partnership with industry.

Chapter 4 introduces the concept of “learning guides,” people outside a formal instructional role, who help students to learn in the workplace. The teaching component of work integrated learning, for university teachers and workplace learning guides, receives specific attention; a student reading this section would come away with clear expectations for what the university should provide in preparation for a co‐op or internship experience. Workplace literacy, motivation and practice working with others are just a few of the preparatory inputs that students should expect to develop and take into the workplace. An additional behavioural tool for students' preparation and usage is a concept the authors call “noticing,” or actively absorbing the characteristics, actions and interactions in the work milieu (p. 84). Cooper and her colleagues suggest that this form of paying attention, coupled with introspection, may lead students to develop higher levels of emotional intelligence ( Bradberry and Graves, 2009 ; Goleman, 2006a, 2006b ). Additionally though, it may develop an awareness of how to deploy their own top strengths in the workplace ( Buckingham and Clifton, 2001 ).

In Chapter 5, Cooper, Orrell and Bowden address the critical need for rigorous, well‐planned assessment of the work integrated learning programme including academic and professional knowledge, workplace skills, and ethical and moral dispositions relevant to the field. An example of a work integrated learning rubric offers useful guidance for entering into the evaluative phase of the programme collaboratively, with all parties aware of standards and expectations. The chapter goes on to look at supervision, management of difficult situations arising out of the work integrated learning experience, and the act of contracting between the university and the industry partner. Each of these areas is treated thoughtfully and comprehensively. In Chapter 6, while providing a step‐by‐step explanation of how supervision should be carried out in a work integrated learning arrangement, the authors provide instruction on interpersonal process recall and critical incident analysis, valuable skills for coordinators, supervisors and students alike.

This book might better serve as a tabbed how‐to handbook for programme managers, student‐employee counselors and facilitators on either side of the relationship. The authors' thoughtful approach to assisting coordinators and supervisors of a work integrated learning programme omits no useful detail, and includes no superfluous information.

The World Association for Cooperative Education has convened over 16 international conferences publishing proceedings and various articles on this difficult‐to‐define construct. Combining professional work experience with classroom studies though is a phenomenon taken seriously by over 25 higher education institutions worldwide ( PBWorks, 2007 ). Ulbrich et al. (2006, p. 525) define work integrated learning as a way to enhance the productivity of knowledge workers by allowing competency development and transfer of learning to happen at the workplace. This allows consideration of the students' “personal competency disposition”.

Additional previous research on Australian work integrated learning programmes supports Cooper, Orrell and Bowden's proposed format requiring specific training for both academic and industry supervisors, as the direct mentoring impact of these roles essentially differentiates work integrated learning from year work experience ( Jancauskas et al. , 2000 ).

The specific value of Cooper, Orrell and Bowden's offering is its lucid, specific application of theory. The authors' discussions of empirical research and use of case study evidence support practical methods of conceptualising, designing and promoting complex programmes, providing useful checklists and sample documents. They also address marketing and managing a work integrated learning programme. Such a clear “instruction manual” is also applicable to career and technical education programmes, framed in a social constructivist manner and focusing on learners who have not reached collegiate level, but who wish to make sense of new experiences such as those mentored and supervised encounters faced in a work integrated learning programme. As a result, the book has the potential to reach a wider audience than just university‐level programme coordinators, particularly in light of the focus on career and technical education programmes in the USA and elsewhere.

In the authors' own words

The five‐step work integrated learning process described in Chapter 8, illustrates that work integrated learning programmes are not stand‐alone processes but involve many interlinking processes and address diverse, and at times competing, concerns. To accomplish this, a clear purpose and mandate is essential. The programme design is complex as it must accommodate the needs of the university, the realities of workplaces, the interests of the community and, above all, the learning needs of students. All parties require an understanding of their particular responsibilities and the educational and practical frameworks underpinning the programme. Simultaneously, all parties need to attend to their particular primary responsibilities and be aware of their rights in this context and the rights of the other stakeholders (p. 188).

Reviewer's details

Angela N. Spranger, MBA, MA Ed., PHR, Training Coordinator, Northrop Grumman Shipbuilding. Angela Spranger is a HRD Scholar‐practitioner and Lifelong Learner, engaged in doctoral study at Regent University in the field of organisational leadership. She is particularly interested in workplace learning, meaningful work and organisational engagement, as well as issues of trust, organisational justice and workplace incivility. A veteran of non‐profit and church business administration, Angela has worked for the last eight years in corporate human resources covering employment, labour relations and human resource development and training functions. She is a consultant and workforce strategist, with a unique gift of helping others improve on their immediate situations and progress toward their goals. As an Instructor at Hampton University's College of Continuing Education, Angela facilitates courses in Marketing and Management, including Labor‐Management Relations and Compensation and Benefits. Currently pursuing a Certificate of Practical Ministry, Angela Spranger seeks through her academic and professional pursuits to help others find wholeness and purpose. Angela N. Spranger can be contacted at: [email protected]

Bradberry , T. and Graves , J. ( 2009 ), Emotional Intelligence 2.0 , TalentSmart , San Diego .

Buckingham , M. and Clifton , D.O. ( 2001 ), Now, Discover Your Strengths , The Free Press , New York, NY .

Goleman , D. ( 2006 ), Emotional Intelligence , Bantam Dell , New York, NY .

Goleman , D. ( 2006 ), Working with Emotional Intelligence , Bantam Dell , New York, NY .

Jancauskas , E. , Atchison , M. , Murphy , G. and Rose , P. ( 2000 ), “ World association for cooperative education homepage ”, June 14, available at: www.waceinc.org/pdf/Erin_Jancauskas_6_14_00.pdf (accessed 26 December 2010).

PBWorks ( 2007 ), “ Work integrated learning ”, November 7, available at Complexworld/FrontPage: http://complexworld.pbworks.com/w/page/16266333/Work‐Integrated‐Learning (accessed 27 December 2010).

Ulbrich , A. , Scheir , P. , Lindstaedt , S.N. and Gortz , M. ( 2006 ), “ A context‐model for supporting work‐integrated learning ”, in Nejdl , W. and Tochtermann , K. (Eds), Innovative Approaches for Learning and Knowledge Sharing , Springer , Berlin , pp. 525 ‐ 30 .

Further Reading

Doolittle , P.E. and Camp , W.G. ( 1999 ), “ Constructivism: the career and technical education perspective ”, Journal of Vocational and Technical Education , Fall , available at: http://scholar.lib.vt.edu/ejournals/JVTE/v16n1/ (accessed 26 December 2010).

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Home > Technical Training > Work Integrated Learning  > Work Integrated Learning for TVET Students

Work Integrated Learning

Our Work Integrated Learning programmes are designed to allow participants to complete the practical WIL component of their studies, paving a clear dedicated path to obtaining a National N Diploma qualification.

The WIL programmes consist of workshop based and experiential training elements, however, the possibility of incorporating a host employment programme also exist, the latter being an on-the-job experience phase. These programmes are adapted to the requirements of TVET qualifications as well as the area of specialisation of the student.

Workshop based training participants are trained on specific workshop skills in a range of disciplines and assessed on their ability to implement such skills before qualifying to progress to experiential training. During experiential training, participants conduct the planning and implementation of engineering projects from start to finish, thereby integrating knowledge and skills developed during workshop-based training into comprehensive & complete solutions. The on-the-job programme is real life application of skills at host employers, where participants will gain valuable & relevant experience. The on-the-job programme will only be incorporated if requested.

The standard programme is, what we call, the 9 + 9 programme, meaning 9 months’ workshop based and 9 months’ experiential training. On request we also provide the 6 + 6 + 6 programme, where you have 6 months’ workshop-based training, 6 months experiential training and 6 months on-the-job experience.

If you are not sure where to start please talk to us.

Our WIL for TVET students typically run as per the following, however, we adapt & customise programmes to client requirements, without compromising the core outcomes as required by TVET colleges. The programme below describes the 18-month programme, however, we do offer a 24-month programme as required by various TVET colleges.

Work Integrated Learning Programmes:

Whether you require Workshop Based Training, Experiential Training and On-the-job experience, only Experiential Training and On-the-job experience, or only On-the-job experience, we have the right solution for you. If you are not sure where to start contact us today.

The 9 months’ workshop-based training programme follows one of two tracks, depending on the area of specialisation of the student, although both tracks provide exposure to the same subjects, they focus on certain areas related to their discipline of specialisation.

• Electrical workshop (9 weeks)
• Electronics workshop (9 weeks)
• Automation/ Instrumentation workshop (9 weeks)
• Carpentry workshop (3 weeks)
• Fitting & Turning workshop (3 weeks)
• Boilermaking and Welding workshop (3 weeks)
• Carpentry workshop (9 weeks)
• Fitting & Turning workshop (9 weeks)
• Boilermaking & Welding workshop (9 weeks)
• Electrical workshop (3 weeks)
• Electronics workshop (3 weeks)
• Automation/ Instrumentation workshop (3 weeks)

The 9 months’ experiential training programme also follows one of two tracks depending on the area of specialisation of the student, where projects are focussed around specific subjects related to the discipline of specialisation.

• Energy metering and recommendations on improved energy efficiency
• Solar system design, Installation and Maintenance
• Cellphone and Laptop repair & rework
• General electrical maintenance
• PLC and Robotics
• PCB Manufacturing
• Basic drawing office on read manufacturing drawings
• Operate different CNC Machinery in a CNC environment
• Operate a CNC Router
• General Mechanical Maintenance

This is only applicable where the 6 + 6 + 6 programmed is followed and not during the standard 9 + 9 programme. During the 24 weeks’ on-the-job programme the students will be placed at host employers to gain experiences in relevant applications, including the following.

• Read and Interpret basic engineering drawings
• Produce any engineering parts using machinery
• Perform Installation and Maintenance on machinery
• Training Type: Work Integrated Learning
• Intake: Flexible Intake
• Duration: 6 to 18 months
• Who Should Apply: TVET Students with N6 requiring the WIL component to obtain their National N Diploma
• Endorsements: University of Johannesburg, Vaal University of Technology, Tshwane University of Technology, Central University of Technology, Mangosuthu University of Technology, Walter Sisulu University, University of South Africa

The below form is for businesses only, interested individuals please click here

Resolution Circle is a technical training provider with a wide range of programmes designed to address the skills required in the rapidly evolving technical work environment. We are committed to ensuring our trainees and corporate clients are equipped with a keen mindset, skillset and knowledge to harness all the opportunities emerging from the fourth industrial revolution. Resolution Circle is a subsidiary of the University of Johannesburg.

• Value Added Services
• [email protected].
• QK Building, University of Johannesburg Doornfontein Campus, Joe Slovo Drive, Doornfontein, Johannesburg, 2028
• Resolution Circle Technical Training Centre (Welkom) Jan Hofmeyer Road Welkom 9459 Manager: Mr Ricky White Accounts: Gifty Makanyane Learning Programs Administration: Ms Lindiwe Radebe All at telephone: 051 010 0111

© Copyright 2020.  Resolution Circle    |    Terms and Conditions   |

• Shoprite (Medirite): Learnership Opportunity 2024
• Tsebo Group: Business Admin Learnership 2024
• Mintek: Internship Programme 2024
• AECI: Logistics / Supply Chain Graduate Internships 2024
• Standard Bank: Graduate Internships 2024

SchoolAhead

Tiger Brands – Work Integrated Learning (WIL) Programme 2023

Location: Bryanston, South Africa

Closing Date: Not Specified

Tiger Brands invites applications from South African unemployed youth to apply for Work Integrated Learnership Programme 2023.

This is a 12-month learning opportunity to work on and support projects within Tiger Brands.

This  Work Experience student opportunity  will provide you with practical experience and give you a head start and understanding on your chosen career path.

Responsibilities

WHAT YOU’LL BRING TO THE TABLE:

You will have opportunity to be an owner every day as you:

• Support project work
• Problem-solve issues
• Work with a cross-functional team to complete a Work Integrated Learning project as assigned by your Line Manager
• Attain on-the-job work experience aligned with your career aspirations
• Perform additional responsibilities as requested to achieve business objectives.
• You would have graduated with the relevant degree as per the job title

Qualifications

ESSENTIAL SKILLS & QUALIFICATIONS

Favorable Bcom or Btech for this programme:

•          Information Technology

•          Computer Science 

    Listed below are the minimum requirements that you are required to meet:

• Citizen in the country of hire
• Should be based at the city of hire
• A relevant Bcom or Btech qualification
• Have not worked full time (more than 1 year) in their field of study
• Currently in final year of the qualification
• Work authorization in the country for which application is being submitted

At application, please ensure that you attach the following documents:

• Matric Certificate
• Academic Transcripts
• Work integrated learning requirement letter from institution

How to Apply

Apply Online for the Tiger Brands – Work Integrated Learning (WIL) Programme 2023

Kindly note that should you not receive a response within 21 days please consider your application unsuccessful.

• BBD – Software Development Bursary 2023 / 2024 in South Africa
• University of Johannesburg (UJ) – YES Internships 2023

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