Industry mentors in WIL assessment: revealing systemic contradictions through CHAT

2026/07/27 by Anthony Friel
Social Sciences · #Higher Education and Employability #Innovative Education and Learning Practices #Student Assessment and Feedback

paper · doi:10.1080/07294360.2026.2708297

openalex publication_date 2026/07/27 · openalex created_date 2026/07/28 · openalex updated_date 2026/07/28

Abstract

Work-Integrated Learning (WIL) assessment presents persistent challenges in aligning the goals, roles and expectations of higher education institutions (HEIs) and industry. This paper revisits qualitative data from a doctoral study on industry mentors’ roles in WIL assessment, applying Cultural-Historical Activity Theory (CHAT) to re-analyse the systemic contradictions shaping these partnerships. Drawing on 23 semi-structured interviews with stakeholders across two HEIs, the study uses Activity Systems Analysis (ASA) to map interacting university and industry systems. The re-analysis reveals how contradictions in rules, tools, community dynamics and division of labour create barriers to shared ownership of assessment. Mentors often supervise daily yet remain marginal to grading decisions, while academics express concerns about assessment control, legitimacy and trust. CHAT highlights that such tensions are not isolated problems but structurally embedded issues, requiring re-mediation of assessment practices. The findings suggest institutional strategies including co-design of assessment artefacts, joint training, clearer rules and realignment of assessment responsibilities. By treating WIL assessment as a collective, mediated practice, this paper contributes to conceptual and practical discussions on how more equitable, effective HEI-industry assessment partnerships can be developed.

Citations

• Leniency and halo bias in industry-based assessments of student competencies: a critical, sector-based analysis
• Relational agency: Learning to be a resourceful practitioner
• The challenge of assessing professional competence in work integrated learning
• Zooming In and Out: Studying Practices by Switching Theoretical Lenses and Trailing Connections
• Challenges and strategies for assessing student workplace performance during work-integrated learning
• The WIL to learn: students’ perspectives on the impact of work-integrated learning placements on their professional readiness
• Going ‘grade-free’? – Teachers’ and students’ perceived value and grading preferences for holistic competency assessment