Dunn, L. A., Schier, M. A., Hiller, J. E., & Harding, I. H. (2016). Eligibility requirements for work-integrated learning programs: Exploring the implications of using grade point averages for student participation. Asia-Pacific Journal of Cooperative Education, 17(3), 298-308.
Educational institutions often specify eligibility criteria for student participation in Work-Integrated Learning (WIL) programs including paid industry placement experiences designed to improve student learning and employability outcomes. The criteria may be based solely on the completion of a preliminary stage of course work or include additional academic quality performance measures. Although it is acknowledged that eligibility criteria are required to assist in determining student preparedness for the industry experience, this paper argues that imposing academic quality criteria such as credit or distinction grade averages, in addition to course work completion, may be at odds with the overall objectives of WIL. Using the example of a 12 month paid industry placement program within the health and science discipline areas, this paper examines the implications of adopting this type of quality criterion for the three key WIL stakeholder groups: the university, employers and students.