The concept of work-integrated learning (WIL) is significant as it has a considerable influence on a student's fitness for the workplace upon graduation. This paper aims to determine the perception of graduates of the United States International University - Africa (USIU-A) towards the quality of the internship program and especially the effects of the learning activities of a work-integrated learning course. The study was conducted using an adjusted framework for evaluating the quality of WIL curricula based on six dimensions of WIL including: authenticity; integrated learning supports; alignment of teaching and learning activities and assessments with integrative learning outcomes; supervisor access; and, induction / preparation processes. From the findings, supervisor access and authenticity received high ratings while integrated learning support and alignment of both teaching and learning activities received the lowest rating. The findings will inform the developers and implementers of internship programs by identifying key areas of focus. © 2019 International Journal of Work-Integrated Learning. All rights reserved.
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