• Background to the framework
  • Overview of the framework
  • Downloadable final framework, including illustrations of practice


The quality assurance framework was developed utilising a model based on other quality assurance approaches, and has been shaped around domains of practice, within which are articulated standards of quality, examples of evidence, and illustrations of practice. 

Through a review of literature and interviews with WIL practitioners four domains of practice were identified:

  • student experience
    • … it’s got to be focussed on a quality-curriculum design with aligned assessments and learning outcomes. You can only call it work integrated learning when it’s assessed as well, so there’s evidence of the capabilities that arise through the experience.
  • curriculum design
    • So it’s about the journey of the students through that WIL experience, but not just the WIL experience but how that WIL experience fits within the whole-of-course experience. So, how prepared they are before, and how we’re linking that experience to their future experiences.
  • institutional requirements
    • … it [WIL practice] needs to connect in with a broader set of strategy and policy. Strategy around where we want to go as an institution.
  • stakeholder engagement
    • … our partnerships and building partnerships and quality partnerships which lead to quality learning outcomes for our students need to be included in there …

These domains have formed the basis of the framework.

Product, process and presage

In his exploration of quality in higher education, Gibbs (2010) adapted the ‘3P model’ of Biggs (1993) of presage, process and product, to suggest that conceptions of quality should consider the context before students learn (presage), what goes on while they learn (process) and the outcomes of that learning (product). Similarly, Billett (2011) suggests that WIL practices can be conceptualised as occurring before, during and after the WIL experience. As a basis for the shaping of a framework of quality, considerations must be given to the processes of WIL (e.g. curriculum design, risk management) as well as the products of WIL (e.g. learning outcomes, employability) (Rowe, Nay, Lloyd, Myton, & Kraushaar, 2018; Smith, 2012). A higher education provider needs to assure the quality of the learning which occurs in, and through, the WIL experience, as well as ensuring that the experience is supported by high-quality processes and student support (Winchester-Seeto, 2019). That is, consideration must be given to preparation for WIL (the prior learning and experiences), the product of WIL (what the student gets out of it) and the processes which support these outcomes (what the institution does).

Overview of a framework for quality assurance of WIL

Under each domain, and through extensive consultation, the project has identified a suite of standards of practice.  The domains, and these standards, are captured in the following overview of the framework.

Download a PDF version of the overview.



Student Experience

Curriculum Design

Institutional Requirements

Stakeholder Engagement

Guiding principle

A quality WIL experience should provide students with a scaffolded, connected and supported pedagogical experience.

A quality WIL curriculum should contain embedded, accessible and transformative learning and assessment within an intended and enacted curriculum.

Quality WIL activity across institutions should be evidenced by the proper management of staff, risk management and reporting around WIL experiences supporting continual improvement.

Quality WIL experiences are supported by engagement, connection and responsiveness to the dynamic expectations of diverse stakeholders (industry, community, government, higher education sector, professional bodies, students).


Standard 1.1 Ensure student readiness and preparation for learning in the workplace context


Standard 1.2 Student WIL experiences are connected to prior and future learning and work 


Standard 1.3 Student WIL experiences align with their learning goals and capabilities

Standard 2.1 WIL experiences are embedded through a whole-of-qualification curriculum design underpinned by current research and scholarship


Standard 2.2 Students and industry are partners in the design of WIL curriculum 

Standard 3.1 Institutions have shared goals, policies, principles and values about WIL


Standard 3.2 Institutions have identifiable leadership and governance structures for WIL 


Standard 3.3 WIL is supported by adequate and effective IT and administrative systems

Standard 4.1 Diverse stakeholders are active participants across WIL activities


Standard 4.2 Partner sites are reviewed for health and safety, and suitability for WIL activities


Standard 1.4 Student WIL experiences are safe and supportive


Standard 1.5 Student WIL experiences offer scaffolded learning opportunities


Standard 1.6 Support and guidance is provided for students within the WIL experience

Standard 2.3 WIL curriculum design reflects professional accreditation requirements and ongoing career and employability development


Standard 2.4 WIL curriculum design provides inclusive, equitable and accessible experiences


Standard 2.5 WIL assessment design is supported by authentic tasks, aligned with learning goals and graduate outcomes

Standard 3.4 Institutions provide targeted professional development for academic and professional staff, and industry and community partners


Standard 3.5 Enacted legal and risk management frameworks, compliance procedures and processes

Standard 4.3 Institution has effective policies and procedures in place for ongoing quality assurance of stakeholders including partner agreements, financial arrangements, and supervision quality


Standard 4.4 Institutions undertake site contact and stakeholder communication


Standard 4.5 Effective and sustainable relationship management including appropriate communication, reward and recognition


Standard 1.7 Students receive, use, and provide feedback on WIL experience to ensure progress towards learning goals

Standard 2.6 Student learning gains are measurable against intended outcomes


Standard 2.7 Benchmarking of WIL assessment and identification of areas for improvement

Standard 3.6 Provision of funding, resourcing, support, and recognition necessary to achieve WIL strategic goals


Standard 3.7 Evaluation and tracking of short to long term WIL outcomes for continuous quality improvement 

Standard 4.6 Partnership arrangements are regularly reviewed


A framework for the quality assurance of WIL

Use the links below to download a copy of the framework for quality assurance of WIL.

This document provides details for each of the identified standards, examples of good practice and illustrations of current practice across different universities to help guide conversations around quality in WIL.  Resources to support benchmarking and quality improvement are also shared on other parts of this site to support the use of the framework.