HomeAnnotated BibliographiesWork-Integrated Learning Developing Pre-Professional Identity in Undergraduates Through Work-Integrated Learning Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Mentoring Service-Learning Student-Faculty Partnership Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Jackson, Denise. 2016. "Developing Pre-Professional Identity in Undergraduates Through Work-Integrated Learning." Higher Education 74 (5): 833-853. https://doi.org/10.1007/s10734-016-0080-2.About this Journal Article:Jackson examines how work-integrated learning (WIL) enhances pre-professional identity in undergraduate students. Jackson finds that work placements positively affected the evolution of pre-professional identities. Students reported that personal reflection of their experience and appraisal were the most critical aspects of their WIL experience that strongly affected their pre-professional identities. Based on the triggers that were identified to progress pre-professional identities, Jackson also offers a variety of ways that practitioners can additionally enhance pre-professional identities in students. The author highlights that WIL allows students to understand expectations, attitudes, and responsibilities that are associated with their aspired profession, and progresses students professionally while they are still in college so that they are better prepared for their careers upon graduation.