This study provides empirical evidence of the effect of a simulated work integrated learning (WIL) program on students’ self‐efficacy within an accounting context. An Accounting WIL Program was designed as a two‐staged module using information seminars, networking sessions and in‐depth...

Higher education stakeholders have expressed growing concern about teaching and learning performance and outcomes in business education. The emerging gap between graduate attributes and what industry requires not only refers to the lack of employment readiness of students, but also their generic...

The study tests the impact of an undergraduate business degree with significant Work Integrated Learning (WIL) components on student satisfaction, self-efficacy, and generic skills development compared to students undertaking a traditional business degree. The article adopts a longitudinal...