The lifelong evolution of an individual's sense of identity as it relates to the spheres of work and higher education is profoundly influenced by career development learning. In this chapter, career development learning is presented as a vehicle for informing the design and delivery of work-integrated learning in higher education. The chapter is based upon the experiences of a national project that scoped the relationship between career development learning and work-integrated learning, and it includes two key outcomes of that project: a model for the development of career competencies in work-integrated learning programs, and a metaphorical model of career development learning as a two-way mirror for reflective learning. The chapter concludes with a call for further research into how best to optimise career development learning in the curriculum of higher education disciplines.

This paper is a report on the perceived correspondence between career development learning and work-integrated learning programs that were delivered by career services in Australian higher education institutions. The study entailed a questionnaire survey of representatives of university career services. The questionnaire dealt with the extent to which the elements of career development learning were present in work-integrated learning programs. Results of the survey indicated convergence of the career development-learning domains of self-awareness and opportunity awareness, but relatively less integration of decision-making and transition learning. The article concludes with a call for further exploration into how universities and employers view career development learning in work-integrated learning programs.

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