Work-Integrated Learning (WIL) at UCC: A University Wide Survey reveals fragmented delivery and support

Background

WIL is embedded across disciplines through placements, projects, simulations, and community-engaged learning, yet delivery models, levels of preparation, and support structures vary. The aim of this survey was to map the current landscape of WIL activity across UCC.

Methodology

Survey period: January 2026. Respondents: 83, 70% academic staff; 30% professional services. 43% CoMH, 21% CACSSS, 19% SEFS, 13% CBL, 4% Other

Results

There is a wide variety of WIL activities, with 69% placements

WIL is dependant on academic staff (60%) with limited dedicated support

47% of staff do not feel supported

The majority of WIL is managed by non-dedicated staff

Discussion

WIL is heavily dependant on academic staff, indicating a high additional workload and poor institutional structures. Lots of variety in WIL is innovative but could lack standardisation. Challenges in support, risks sustainability and quality. Informal processes could impact the equity of the student experience. Percentages were not mutually exclusive, so can be considered as indicative due to subgroup sizes.

Conclusions

WIL at UCC is widespread and diverse, but staff dependant and inconsistently supported. Strategic coordination would enhance sustainability, efficiencies and equity.