Abstract:
Employability is a critical quality measure of student lifelong success that goes beyond grade
achievement and often guides students’ choice of university and profession. Whilst studies
highlighting the importance of work-integrated learning (WIL) in improving employability abound,
there is a dearth of knowledge on the efficacy of timing of WIL as a variable in improving
employability. The longitudinal study, carried out in a 3-year annual questionnaire-based survey,
examines the effect of timing of WIL on employability status when student performance is held
constant. Graduates possessing the same performance level (academic degree class 2.1) showed
different levels of economic-engagement achievements depending on whether they engaged in
WIL prior to their studies (Group A), throughout the learning period (Group B) or for nine months
during the third year (Group C) of their studies. Although the findings revealed differences between
timing of WIL and the nature of work engagement, all the graduates endorsed the critical role of
WIL in building work-related competencies and thus improving employability. The findings are
useful in promoting the necessary diversity in WIL curriculum design to facilitate quality and
inclusive higher education.
