The competetiveness of the graduate employment market has prompted universities to develop ways to enhance student employability. This has led to an increase in the adoption of work-integrated (WiL) programs across the university sector. As these programs become a more common element in university degrees, it is necessary for the academic standards of its related assessment to be examined.
At the University of Wollongong (UOW) a number of academic programs incorporate a WiL component, but the methods of presentation and assessment vary considerably. From more traditional internship programs to innovative new problem-based learning models, the breadth and variety of WiL programs at UOW presents a challenge in establishing and maintaining quality. This paper presents the response to these trends and challenges through the development of a cross-faculty model for the assessment of WiL, which can be used by academics as a reference for future program design and review. Through a review of the literature, and audit of work-integrated learning programs at UOW and consultation with UOW academics, a model representative of the main stakeholders has been developed and will help to ensure academic standards are attained in all UOW work-integrated learning programs.