Work integrated learning rationale and practices in Australian information and communications technology degrees

To obtain a better understanding of WIL rationale and practices in Australian ICT degrees, a survey of managers and educational leaders of ICT was undertaken. These survey results were analysed and informed by discussions at a forum of ICT educational leaders. Results indicate that WIL practices are broad with a wide range of internal (university) and external (industry) combinations to provide the student with appropriate professional experience. The majority of respondents indicated that their curricula are industry relevant, and that they offer an industry-linked final year project. Virtual or simulated work experiences also seem to be commonly practiced. The range of options is influenced by local context, staff approaches and resource availability. The majority of universities regard WIL as important and beneficial and apparently have practices that provide for industry contribution to the curriculum even though this may not be obvious to graduates in the workplace. Support provided to students for an industry placement is variable. Success measures of placements are that students have improved understanding of professional responsibility and have gained a variety of work perspectives. That the student is employable as a consequence is not seen as very important. There appears to be a tension between desired outcomes from academia and industry including those of 'work readiness' and lifelong learning. It seems that the range of options provided by universities need to be recognised by all stakeholders as contributing to the development of an ICT Professional.