WIL partnership options

Two students looking at a laptop

The Centre for Work-Integrated Learning (WIL), as a part of Co-operative and Experiential Education (CEE), offers support and resources to engage in various types of partnership that range from supporting the operation of comprehensive and multifaceted WIL programs, supporting undergraduate and graduate courses and applied research projects. Partnerships are established to benefit students, faculty, partners and the institution itself by fostering collaboration, skill development and practical experience.

Types of partnerships

The following partnership types—skills partners, enhancement partners and experience partners—outline the various ways external collaborators can be engaged to enrich student learning while addressing industry needs.

Partnership Type Definition Scope
Skills partner Partner provides existing or supports development of new skills content as subject matter expert (SME) Spectrum of partnership ranges from consulting on content to sharing existing content
WIL enhancement partner Partner provides support to either skills content or WIL experience that enhances one or more aspects of the overarching partnership Spectrum of partnership ranges from providing tools (i.e. software) or workshops to mentorship/coaching but excludes supervision/direction of work
WIL experience partner Industry/community partner supervises and/or directs student work - responsible for student activities and student performance evaluation (SPE) Spectrum of partnerships range based on type and intensity of WIL

These partnership types are designed to ensure that stakeholders looking to engage industry/community partners understand the types of engagement the Centre for WIL supports. They are intended to help organize and streamline the approach that stakeholders like faculty and instructors can take to build an understanding of needs and intended outcomes when sourcing, aligning and managing partners.


WIL experience partners

Before sourcing partners, it’s essential to have a clear understanding of your program/course objectives, the skills and experiences you want your students to gain, and how these align with industry needs. Consider:

  • What specific learning outcomes are you targeting? Identify how a WIL experience partner can contribute to these outcomes through hands-on experience.
  • What skills, knowledge and competencies do your students need to develop? Ensure that potential partners can offer opportunities that cater to these developmental needs.

Managing partners 101

Managing community and industry partners effectively during a WIL experience ensures that students gain valuable, real-world skills while meeting educational objectives. This FAQ is intended to provide instructors and other WIL practitioners with practical guidance on addressing common challenges and maintaining productive relationships with partners throughout the WIL experience. By fostering clear communication, adaptability and proactive problem-solving, instructors can enhance both the learning outcomes for students and the satisfaction of partners involved in the program.

Frequently Asked Questions

How can I establish & maintain effective communication with partners during the WIL experience?

Establishing and maintaining effective communication begins with a clear project or practicum briefing. The project briefing document serves as a foundational tool to align expectations, responsibilities and guidelines for both students and partners. At the outset, set up a regular communication schedule—such as weekly check-ins—and use the briefing as a reference point to ensure everyone stays aligned. Document key decisions and progress during meetings to keep all parties informed and on track throughout the WIL experience. Where this poses potential logistical challenges, consider integrating weekly check-ins as a required student assessment during the WIL experience.

What should I do if a partner’s priorities change during the experience?

If a partner's priorities shift, revisit the project or practicum briefing to assess how these changes impact the agreed-upon tasks and outcomes. Discuss with the partner how to realign the project scope while ensuring that student learning objectives remain intact. Document any modifications to the original plan to maintain clarity and prevent misunderstandings.

How do I handle conflicts between students and partners?

When conflicts arise between students and partners, it is critical to ensure clarity between both parties. Start by clarifying roles and expectations. Where needed, facilitate a structured discussion, encouraging the student and partner to express their concerns. Use the briefing to mediate the situation and realign both parties with the project’s objectives. A clear action plan based on the briefing can help resolve conflicts and restore collaboration.

How can I ensure students meet their learning outcomes while working with partners?

Use the learning outcomes outlined in the project or practicum briefing as a benchmark for student progress. Schedule regular check-ins with the student and partner to discuss these outcomes and adjust tasks if necessary. Encourage students to document their experiences and reflect on how they align with the briefing’s objectives, ensuring that the educational goals are being met. As needed, utilize student assessments to measure their experience and learning.

What should I do if the partner is not providing the agreed-upon support or opportunities?

Initiate communication to understand any challenges they may be facing and explore possible adjustments to the project scope. You can refer to the project or practicum briefing as a tool to re-establish existing or new agreed-upon support/opportunities. Document any changes to the briefing to ensure that the student still receives a meaningful learning experience while accommodating the partner's current situation.

How do I ensure that the WIL experience remains educational and not just task-oriented?

By design, the project or practicum briefing should emphasize the educational objectives of the WIL experience. When establishing the objectives and tasks students will complete, be sure to go beyond high-level or conceptual ideas and get into the details of what they will be doing. Additionally, consider incorporating reflective exercises based on the briefing that require students to connect their practical work to theoretical concepts, ensuring a balance between task completion and learning.

How can I support partners in providing feedback to students?

The project or practicum briefing can include a feedback framework to guide partners. This framework should align with the learning outcomes and provide clear criteria for evaluation. Encourage partners to refer to this framework when giving feedback, ensuring it is constructive and tied to the educational goals outlined in the briefing. Regular feedback aligned with the briefing helps students improve and focus on their learning objectives. Final evaluations are critical to ensuring the quality of the WIL experience.

What strategies can I use to keep the partnership on track during the WIL experience?

Use the project or practicum briefing as a roadmap for the partnership.  During regular check-ins with the partner, review the timeline and milestones outlined in the briefing. Address any deviations from the plan promptly, using the briefing as a guide to realign efforts. This proactive approach ensures the partnership remains focused on achieving the agreed-upon goals and outcomes.

How do I handle unexpected challenges or changes during the WIL experience?

When unexpected challenges arise, like changes to timelines or priorities, refer to the project or practicum briefing to assess their impact on the plan. Collaborate with the partner to adjust the project scope or timeline, ensuring student learning objectives are still met. Document any changes in the briefing to keep all parties informed and maintain alignment despite the challenges.

Tell us about your experience

Significant challenges, such as unresponsive partners or impassable conflicts, may require ending a relationship with an industry or community partner. This can impact the institution. Consider updating or sharing your experience with CEE to ensure consistency across WIL programs and student experiences.