ABSTRACT
Quality assurance of work-integrated learning (WIL) is complex given the multi-faceted nature of designing, delivering, and assessing WIL. Retaining flexibility while specifying quality standards with global relevance is challenging. While accreditation processes vary, it is synonymous with quality in higher education and is a highly regarded practice. This chapter explores the purposes, processes, and intentions of accreditation with a focus on affirming the quality of WIL within educational programs. A comparison of accreditation processes in Canada and Australia is presented as a means of critiquing standards and procedures. The benefits, challenges, strengths, and deficits of each approach are appraised. Important considerations in designing and executing accreditation of WIL programs are presented. Guiding principles for accreditation of WIL are proposed. The chapter is written with acknowledgment that WIL quality frameworks and accreditation are complex. The recommended processes and principles will move this important conversation forward.
