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Work experience 'exit' interviews at completion and then perhaps again after graduation/once in the work place (if work place experience happened close to graduation). The second interview in particular could help students to reflect on how much work experiences throughout their studies have helped increase preparedness for their work life.

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frequently scheduled meetings with dedicated (industry or staff) mentors, that are not their work experience supervisors

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(half-day) workshop with industry members from various disciplines allowing students to ask any questions they might have concerning their possible future workplaces/work experiences (e.g. around time commitment, level of responsibilities, most common challenges for graduates etc).

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regular check ins, individual support meetings to address obstacles, peer discussions among themselves (message boards), regular reflection on the project plan to allow students to adept the plan as required.

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Explain and discuss expectations, the roles of support people (lecturer, writing centre etc). Since it is a project based WIL on campus , workshop with the students how the project reflects actual activities in certain workplaces.

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Ask students to write a reflective diary. Assist students to reflect by asking them about obstacles they encountered, how they overcame them and what they learned about the topic and themselves in the process.

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An ongoing document incorporating ‘reflection of’ during the activity to continue as ‘reflection on’ after the completion of project. So, it is a working document from the start of the project.  It may thus be a portfolio which can be assessed. An assessment rubric provided at the start would aid reflection.

An honest reflection obtained by open dialogue can be achieved by building trust. Trust can be built by frequent contact with the supervisor/academic before and during the activity. Contact could be by e-mail, phone or face-to-face.

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During the activity, regular face-to-face meetings can be arranged with the group to answer questions keeping in mind that students need to take ownership of learning and need to try solving issues themselves.  This may also help to gauge rapport between students working together and ensure appropriateness of conduct amongst students.

Co-ordinators/supervisors can be accessible through e-mails, telephone for pressing issues.

Students can provide a 'reflection of' document during the activity for feedback. This feedback which may include suggestions from the academic on the student’s reflection can help support student during the activity.

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Provide documented resources explaining expectations, roles, and responsibilities of all parties. Explain how the project goals align with learning outcomes of module and how students can use what they have learned so far to what is expected of them from the project WIL.   Have a preliminary meeting with students of own discipline/department to answer questions related to all the above. Follow this with a workshop to launch the project inviting external industry partners if any. This could be cross-discipline if the project involves multiple departments.

Students can be guided on possible approaches- this may be especially if the project is being done in the early years.

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- Reflective writing journal. Could be general or could have asked students to develop SMART goals for particularly areas of development early in the project and ask them to reflect on progress towards their goals using specific examples (i.e. STAR format)
- LinkedIn profile including information on their key responsibilities during WIL
- Job application/response to selection criteria using their WIL experience to showcase their knowledge and skills
- Written or oral reflection on any feedback from the industry partner/host
- Write and deliver an elevator pitch using their WIL experience to sell themselves to a potential employer (written/presentation/video)

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- regular check-ins, offered as face to face and online
- perhaps including a project plan as a formative piece of assessment

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- Clarifying aims, expectations, roles and responsibilities related to the project and also in relation to assessment
- Provide information about intellectual property, working in teams (if team based), conflict resolution
- Clarify who students should contact if they are experiencing any difficulties during their project and how

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- Reflective writing, could use a template with prompting questions
- Peer reflection & feedback from mentors

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- regular check-ins
- feedback/mentoring on dealing with change in projects
- refining projects to make sure it meets the needs of the intended audience
- working in teams, checking in with how that is going

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- discussing expectations, roles, responsibilities and purpose
- teaching about stages of a project

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- students could do a reflection piece to share what they have learned, what could be improved etc.
- if the project is team-based, students could also do a group presentation to share their learnings and reflections.

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- regular, scheduled check-ins with students to see how they are progressing. If external partners are involved in the project, to also include industry supervisors in the discussions with students

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- sharing with students on the project aims, the work scope, and the roles and expected contributions of each student

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Reflective writings tasks, reports, video presentations. Further mentoring or exit interview.

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Mentoring from lecturer, industry representatives and/or peers. Perhaps some sort of workshops?

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Group-based social media campaigns, on-campus 'hackathons', assignments based on business scenarios and the development of ideas.