This paper presents findings from Stage 4 of the Griffith Graduate Project. Graduates from three Schools within Griffith University were surveyed to determine their perceptions of the contributions that the learning contexts of university, work placement and post-graduation employment made to the development of their generic skills. All graduates involved in the project had experienced work placement as a formal part of their undergraduate studies. Supplementary data from focus group discussions held with employers and graduates are also included. Findings showed that while graduates recognised the contribution university had made to their generic skills development, they greatly valued the experience of learning in the workplace during placement and subsequently in employment. The importance of teamwork, being given responsibility and collaborative learning emerged as the most important factors for effective learning in the three contexts under consideration.

Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students' placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students' perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity.

In 2001-2002, a project team at Griffith University undertook Stage 4 of the Griffith Graduate Project 1. Stage 4 used a survey and focus group discussions to gather graduates' and employers' perceptions of the role of the university, work placements and post-graduat employment in the development of generic skills and abilities. This article will compare findings from Stage 4 with four challenges facing the new graduate commencing employment that were identified by Candy and Crebert (1991). The purpose of the article is to compare these findings with other research studies and some of the recent literature, particularly those relating to the development of generic skills and abilities in the three contexts listed above. It is argued that, despite the increasing emphasis in many universities on work-integrated learning programs, today's graduates face many of the same challenges as they confronted at the beginning of the last decade.

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