This paper explores the elements necessary for a university to create an academic model for a successful work-integrated learning experience in light of the current policy imperatives of the higher education sector in Australia. It identifies some of the practical issues encountered in attempting to implement those models and hypothesises on what an effective work-integrated learning experience for undergraduate law students should look like taking into account the available research on students’ perceptions of engaging learning experiences. It culminates in the proposal of a Virtual Work Integrated Learning Project which is currently under design in the Faculty of Law at the Queensland University of Technology.
