Högskolan i Skövde

Work-Integrated Learning (WIL) in higher education is recognised for linking academic knowledge with professional practice, yet traditional long-term placements are resource-intensive and challenging to coordinate. This study explores the feasibility of a short-term, course-based WIL process within engineering education. A six-week WIL process was developed and integrated into a third-year course in a bachelor’s programme in manufacturing engineering. Five students were placed individually or in pairs at three manufacturing companies from different sectors and of different sizes, attending one to two days per week. A common assignment was provided for all students, with flexibility for company-specific adaptation. Semi-structured interviews with students and company supervisors constituted the evaluation. The data analysis identified consistent benefits; students reported enhanced ability to connect theory and practice and increased professional understanding, while supervisors noted organisational learning benefits through students’ fresh perspectives and critical reflection. However, challenges included limited preparation, communication gaps, and difficulties adapting a generic assignment to diverse industrial contexts. Suggested improvements included more structured preparation, clearer communication of expectations, customised assignments, and consideration of shorter, full-time placements. The findings demonstrate that short-term, course-based WIL can complement traditional placements by offering meaningful learning opportunities and strengthening university-industry collaboration. Although, the results also suggest that effective implementation requires structural adjustments to support preparation, communication, and contextual alignment. Future research should refine the process by testing scalability with larger student groups, additional companies, and international participants, as well as further investigating critical success factors for short-term WIL.