Work-integrated learning as a landscape of practice

Abstract

This article proposes that work-integrated learning (WIL) is a Landscape of Practice (LoP) within the wider higher education ecosystem. It applies concepts from the LoP literature to present a new perspective on WIL programs and ecosystems. It further emphasizes that students are central within the WIL LoP, developing knowledge as they traverse individual communities including industry partners, professional accrediting bodies, careers services, academics, curriculum, and support staff connected to WIL. Additionally, the article highlights the role of higher education institutions in addressing tensions of difference between communities comprising the WIL LoP. The article contributes to the literature on WIL and higher education by conceptualizing WIL as a LoP, revealing a new understanding of how various communities support student development through WIL. It also offers higher education institutions practical implications for developing and maintaining student-centered communities of practice that constitute a supportive WIL LoP.