Assessment criteria for work-integrated learning in a generalist postgraduate university programme

Work-integrated learning (WIL) such as placements and internships are becoming increasingly common in generalist (i.e. not profession-oriented) postgraduate university programmes. Nevertheless, the justification for work-integrated learning in such programmes is not obvious. While various purposes have been proposed, this paper draws on the university's traditional role in producing and disseminating research-based knowledge. The paper suggests that in generalist study programmes, learning objectives and, hence, assessment of work-integrated learning can profitably be molded on timetested practices in academic scholarship. Central in this respect is the ability to reflect on the relationship between theory and practice. Adopting this ability as an intended learning outcome (ILO), the paper argues that generalist programmes should embrace work-integrated learning. Specifically, the paper advances a set of assessment criteria that offer a flexible yet rigorous basis for assessing work-integrated learning in generalist postgraduate university programmes.