What a difference a day makes: international students' experiences of inclusive short-form work-integrated learning

Abstract

Abstract

Purpose Work-integrated learning (WIL) is widely recognised as an effective approach for supporting students' employability and professional capability development. Yet access to traditional internships and placements can be limited, particularly for international students facing structural and visa-related barriers. This study explores the potential of a short-form WIL intervention: a one-day micro-internship (MI), designed to provide authentic industry engagement within a compressed timeframe. Design/methodology/approach Adopting a case study methodology at one UK business school, this qualitative study draws on interviews with nine international students who participated in a one-day MI to explore how the experience supported their professional and personal development and career readiness. Findings Thematic analysis identified six themes: authentic exposure to business practice; experiential learning bridging theory and practice; development of professional capabilities and workplace skills; the accessibility and inclusivity of the format; growth in career capital and professional identity and suggestions for enhancing programme design. Findings indicate that even brief, structured industry engagement can support meaningful learning, confidence, workplace communication and insight into professional practice. Originality/value Responding to persistent inequities in access to traditional placements, this paper advances understanding of MIs as an under-explored yet potentially more inclusive model of WIL. It offers new empirical evidence that even brief industry engagement can support professional capability development, career readiness and self-efficacy amongst international students, challenging assumptions that meaningful experiential learning requires sustained placements.