A 2008 review identified the need for Australia to get more citizens into higher education. With this increase in participation, the student cohort began to diversify. Qualitative research showed that final- year students experienced anxiety and a lack of confidence towards their impending transition into pro¬fessional practice. The WIL course in this case study encouraged students to view career management proactively, as more than generating professional sustenance, but to connect to individual values and working preferences. Students reported that the WIL course helped them gain confidence in their exist¬ing skillsets to approach the market. There is an evidence base that as graduates the 'lifelong' career management benefits of the course continue to be valued. Considerations for WIL praxis include earlier adoption of work-based learning, leverage internal stakeholders to understand the student cohort, and educating academics on assessment design to enhance students' opportunity to learn. © 2021 by IGI Global. All rights reserved.
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