HomeAnnotated BibliographiesWork-Integrated Learning Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice 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. 2015. "Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice." Studies in Higher Education 40 (2): 350-367. https://doi.org/10.1080/03075079.2013.842221.About this Journal Article:Jackson defines WIL as “the practice of combining traditional academic study, or formal learning, with student exposure to the world-of-work in their chosen profession, has a core aim of better preparing undergraduates for entry into the workforce” (350). In this paper, Jackson explores the influence that the work placement design, content, and coordination had on the student’s development of employability skills. Facilitating WIL effectively, in a way that will benefit the future career of the student, requires careful planning to ensure that the student has the best possible experience while also learning from challenges. Jackson found that the students’ perceptions as to what was most important in their learning aligned with the principles for best practice for WIL design.