Examining the contribution of diverse feedback perspectives during a work-integrated learning intervention

Abstract

This research emphasises the vital role of diverse forms of feedback for enhancing student learning during work-integrated learning (WIL) activities. Through a case study involving second-year undergraduate accounting students at an Australian university, this paper explores how a WIL intervention facilitated feedback from multiple stakeholders, including self-assessment, peer evaluation, academic instructors, and industry experts. The findings reveal that incorporating diverse forms of feedback offers students a broader perspective on their performance and areas for improvement. This study highlights how integrating a range of feedback mechanisms into the curriculum can not only deepen students’ appreciation of the value of feedback but also enhance their capacity for self-reflection and continuous personal and professional growth. The paper contributes to educational practices by providing insights into how varied feedback sources can be leveraged to foster more effective learning outcomes, preparing students to be more adaptable and responsive to feedback in their future careers.