As the world reacts to the impact of COVID-19, work-integrated learning (WIL) programs globally are similarly affected Across Canada and Australia, thousands of WIL students either shifted to working remotely or dismissed from their WIL experience This disruption impacted student learning, program delivery, risk management, staff capability, and industry engagement, and posed significant challenges for institutions This paper presents the responses to COVID-19 by the University of Waterloo, Canada, and RMIT University, Australia, each guided by quality WIL principles and different WIL organizational structures This paper outlines how each institution: mobilized staff, introduced program changes while maintaining quality, engaged industry partners and presented WIL program-based solutions to COVID-19 challenges The paper concludes with discussion on challenges and opportunities that events such as COVID-19 has upon WIL programs, implications for other institutions and student outcomes Consideration is given to post-COVID scenarios, and how WIL might need to be re-imagined © 2020 International Journal of Work-Integrated Learning All rights reserved
Two institutional responses to work-integrated learning in a time of COVID-19: Canada and Australia