As the focus on strengthening graduate employability intensifies for institutions, work-integrated learning (WIL) has become a strategic priority for higher education globally (Rowe & Zegwaard, 2017). The need for a highly skilled workforce to sustain the economy is driving mounting pressure to equip graduates with capabilities to navigate the volatile workplace and contribute to the social and commercial aspects of humanity (Dacre Pool et al., 2019). To achieve this imperative, staff with the capacity to design, deliver, and assess quality WIL learning experiences are essential. The concept of the Global WIL modules was driven by a pressing need for professional development globally as the profile of WIL grows and is increasingly a strategic priority for institutions worldwide (Zegwaard et al., 2019).