Work-integrated learning as a catalyst for enriching the doctoral experience

Formal requirements and expectations for doctoral education vary depending on context and scientific topic, affecting how and to what level work-integrated learning (WIL) is included in doctoral education. This article explores how including WIL in doctoral education can enrich the doctoral journey by creating more opportunities to develop the competencies needed in the workforce. This article not only explores how WIL can enhance the doctoral experience but also how it can support the co-creation of potential solutions for challenges experienced in society and industry, enable better career transitions for doctoral students after graduation and enhance research in practice. The significance of this article lies in the lack of research concerning WIL in doctoral education, emphasising the need for more research regarding the potential benefits and challenges thereof in diverse settings.