University student anticipation and experience of challenges and support during compulsory Work Integrated Learning components

Abstract Work Integrated Learning (WIL) experiences are part of many university programs, taking various forms including internships and professional experiences. WIL provides students with valuable capital for future employment; however, not all students have capacity to participate in extended, unpaid placements. This may lead to financial and other stressors including financial difficulties. WIL often requires different locations and hours than regular courses, so may be problematic for students with other commitments. Inability to undertake WIL may exclude some students, reinforcing inequity or causing attrition. This study examined student perspectives of WIL, to determine the anticipated and experienced issues arising, supports utilised or desired for managing WIL, and considerations for making WIL more accessible. A survey with students across a range of disciplines at one Australian university compared perspectives of students who had yet to complete WIL with those who had already done so. Participants without WIL experience underestimated the challenges presented and overestimated the university support accessed by students. Finances were a major concern for both groups and issues often compounded, negatively affecting wellbeing. Students desired greater flexibility in WIL, along with further institutional support. Findings provide considerations for university policies and practices to improve student experiences and provide more equitable distribution of capital for students.