Background:
Work-Integrated Learning (WIL) is widely recognised as a powerful pedagogical approach that enhances graduate employability and bridges the gap between academic theory and professional practice. However, despite broad institutional and policy support, misconceptions about how WIL experiences are enacted in practice persist and much of the literature tends to focus on single disciplines or case studies.

Purpose:
This study seeks to explore how undergraduate work-placement experiences are operationalised across a wide range of disciplines in two European universities. By examining programme structures, assessment practices, support mechanisms, and resource allocation, the research aims to identify patterns, highlight inequities, and surface examples of effective practice that can inform the broader WIL discourse.

Approach:
A qualitative research design was employed, involving semi-structured interviews and focus groups with 28 academic staff responsible for coordinating placements across more than 30 undergraduate programmes, including business, engineering, medicine, nursing, education, social work, tourism, chemistry, agriculture, music and creative media disciplines. This rich, qualitative data was thematically analysed.

Findings:
The findings reveal a highly decentralised WIL landscape, with substantial variation in ECTS weighting, placement duration, assessment balance, tutor engagement, and student remuneration. While all programmes appointed both academic and host-organisation supervisors, other design features differed markedly. Evidence of innovative practices, particularly in preparing and supporting students, was observed in select disciplines. However, significant disparities were also evident in how student effort was rewarded and how tutor involvement was resourced.

Conclusions & Implications:
These findings underscore the need for more coherent and evidence-based WIL frameworks that prioritise student learning and balance disciplinary flexibility with institutional consistency. Addressing inequities in placement design, support, and assessment is critical to ensuring that all students can benefit equally from WIL. The study offers actionable insights for institutions seeking to enhance the quality and fairness of their placement programs.

Keywords: Workplace learning, Active and Experiential Learning, Work Placement, Internship.