Ready and WILing: science students want more and earlier access to work-integrated learning

Despite increasing recognition of the importance of work-integrated learning (WIL) in developing work-ready graduates, science students participate in WIL less than students in other disciplines. We spoke to science students at four Australian universities to investigate their experience and perceptions of WIL. Students perceived WIL as most valuable when it was contextualised to their career ambitions and located in a workplace, but they also valued other contextualised experiences on campus. They suggested that all students should have access to WIL, especially placements, but their own access to opportunities had been variable. Students suggested that embedding WIL opportunities early in degrees would increase awareness of, and access to, WIL. Further, they recommended that all degrees should include the opportunity to participate in a placement, although there was disagreement on whether those opportunities should be optional or compulsory. Our findings suggest that limited awareness and opportunities to engage in WIL are responsible for reduced participation, rather than disinterest. Our findings highlight the importance of building explicit WIL into degree programs to ensure greater access and understanding. Providing some experiences early, is also important to raising awareness in time for students to seek additional opportunities relevant to their career ambitions.