WIL someone please own this problem: the impact of ownership in work-integrated learning effectiveness

Work Integrated Learning (WIL) has the potential to optimise the gap between academia and industry by providing students with practical experience to build a skilled workforce. However, WIL often falls short of its potential. This study argues that unlocking the potential of WIL hinges on understanding the concept of ownership among stakeholders. By examining ownership dynamics among students, industry mentors, academic supervisors and WIL coordinators across six disciplines, the research highlights critical issues of control, trust, and collaboration in WIL programmes. Using a constructivist grounded theory approach, the study uncovers systemic problems, such as stakeholders’ reluctance to fully embrace WIL ownership. Disparities in engagement and commitment levels reveal a lack of consistent ownership. Stakeholders frequently feel limited control over grading and project development, leading to unease and dissatisfaction. Additionally, collaboration challenges and a lack of trust further diminish the sense of ownership. These issues combine to contribute to weakened relationships, frequently leading to grade inflation, mistrust and a diminished overall student experience. The study concludes that addressing these fundamental problems has the potential to enhance and enrich the integrity, effectiveness and impact of WIL, benefitting students, higher education institutions and industry alike.