Securing employability outcomes have increasingly become a primary focus of governments, employers, higher education institutions and students. However, employability is more than the initial transition to work for graduates, and it is about the ability to sustain employment and seek advancement across working life. Hence, tertiary education provisions need to focus on developing adaptability as a graduate learning outcome. Drawing on three recent teaching and learning projects in Australia involving over 40 sub-projects from over 20 universities across a range of disciplines and adopting a sociocultural perspective of what the higher education experiences afford students, on the one hand, and how students come to engage with those experiences, this chapter seeks to identify how the development of graduate employability be generated. The chapter commences with the discussion about the ways WIL experiences can promote graduate employability from a sociocultural perspective, then advance considerations about how work-integrated education (WIE) can realise the educational goals required to achieve it and then the alignment between those goals and the kinds of curriculum considerations and pedagogic practices that need to be adopted to achieve those outcomes. The two distinct phenomena (WIE and WIL) are also elaborated and their alignment with developing employability advanced. © The Editor(s)(if applicable) and The Author(s), underexclusive license to Springer Nature Singapore Pte Ltd. 2022.
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