ABSTRACT
Quality in work-integrated learning (WIL) is an emerging priority for higher education institutions as WIL, itself, emerges as a distinct pedagogical practice and strategic policy area. This chapter presents an exploration of constructs of quality and their application to understandings of quality in WIL. Through using a case study approach this chapter explores two frameworks for quality in WIL, the first from Canada and the second from Australia. In doing so, it is proposed that, through considering the overlap between these frameworks, a global model of quality WIL can be developed, which provides a foundation for defining the complex, context-specific, and multidimensional experience of WIL.
