Abstract
The consistent battle to ensure quality outcomes in work integrated learning (WIL) experiences has been an ongoing matter for higher education institutions. For universities that offer WIL modules, it is essential to ensure consistency from one year to the next concerning student experiences, as well as outcomes. During the COVID-19 pandemic, universities moved to emergency online teaching, with profound implications for WIL. This autoethnographic self-study examines the lecturer's reflections on coordinating WIL pre, during, and post-COVID-19 to determine the challenges, opportunities, and future potential of the practice. Work integrated learning holds diverse benefits to students, and it is believed that the overall approach to organising WIL should be modeled based on good practice. However, the uncertainty of work placements and changing environments have made reflection on how outcomes can be consistently met year after year invaluable. Whilst the reflective practice has been beneficial in increasing the efficiency of WIL practices before COVID-19, post-COVID-19 many adapted strategies provided otherwise not thought-off opportunities for the WIL programme. As predicted, not all reflections on the adaptation to emergency online teaching and its application to WIL were positive. However, the findings of this study confirm the valuable nature of self-reflection, even under the circumstances of emergency teaching.