Embedding Employability in the Curriculum: Evidence, Practice and Case Studies from University College Dublin

This collection of case studies on Work-Integrated Learning (WIL) at University College Dublin marks the culmination of a two-year Fellowship in Teaching and Academic Development project, funded by UCD. Over the course of the Fellowship, we undertook a comprehensive exploration of WIL, examining both its positioning within international scholarship and its distinctive interpretation within the UCD context. Internationally, WIL functions as an umbrella term encompassing a wide spectrum of practices designed to connect academic learning with real-world application. Its interpretation varies significantly across contexts. In countries such as Australia, Canada, and New Zealand, WIL is most often associated with structured placements and formal employer partnerships. By contrast, European traditions tend to foreground practice-based, experiential and community-engaged learning approaches. These diverse perspectives highlight the adaptability of WIL as both a concept and a pedagogical strategy. While many WIL frameworks identify three core stakeholders; students, higher education institutions, and industry partners, UCD’s institutional approach broadens this definition. The UCD WIL Framework recognises four types of WIL experiences, spanning both on- and off-campus contexts, including forms of experiential and authentic learning that may not directly involve external partners (Type 4). This expanded understanding reflects the university’s commitment to embedding applied and experiential learning opportunities across the curriculum.