ABSTRACT
This chapter explores work integrated learning (WIL) from the perspectives of several key local external stakeholder groups of an Australian university operating in Vietnam. It proposes that WIL generates learning benefits for students and wider organisational learning value through the boundary-spanning relationships established though WIL partnerships in transnational education (TNE) environments. Boundary spanning occurs when staff collaborate with external partner organisational staff in functional and cognitive activities. Concurrently, growth in TNE has sparked research into associated issues of quality and standards, general administration and management, equivalence and comparability, English language skills, teaching and learning, and student satisfaction. Running WIL is resource intensive, making its implementation controversial in domestic university environments, let alone TNE contexts. WIL not only supports equitable employability outcomes to a university's offshore students and community stakeholders, but it also can generate value derived from boundary-spanning relationships that transpire from WIL partnerships in TNE locations.
