Increasingly, contemporary work means graduates will operate in multiple workplace settings during their careers, catalysing the need for successful transfer of capabilities across diverse contexts. The transfer of skills and knowledge, however, is a complex area of learning theory which is often assumed and lacks empirical analysis. Facilitating transfer is critical for preparing students for effective transition to the workplace. Work Integrated Learning (WIL) provides an opportunity for tertiary education students to ‘practice’ transfer across classroom and work settings. Building on existing scholarship and using a mixed-methods design, this study aimed to explore the nature of transfer across these contexts during WIL, influencing factors and WIL design principles that optimise transfer. Survey data were collected from WIL students (N = 151) and interview data from WIL industry supervisors (N = 24) across different disciplines/professions in three universities (Australia and New Zealand). Findings indicate that students practice transfer during WIL, yet it is often during less complex tasks that relate to discipline-specific skills, rather than generic ones. WIL thus augments transfer, yet certain program and workplace characteristics enhance student confidence and capabilities in this process, highlighting the need for careful curricula design. Findings also highlighted the important role of paid work and volunteering and emphasise the importance of educators taking a holistic approach to developing students’ transfer ability, drawing on practical and authentic learning in curricular, co-curricular and extra-curricular activities, particularly those that engage industry. Implications for stakeholders are discussed, and strategies identified to enhance skills and knowledge transfer from classrooms to the workplace.

中文翻译：

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促进跨课堂和工作环境的技能和知识的转移

当代工作越来越意味着毕业生将在其职业生涯中在多种工作场所工作，从而激发了在不同背景下成功转移能力的需求。然而，技能和知识的转移是学习理论的一个复杂领域，经常被假定并且缺乏实证分析。促进转学对于让学生为有效过渡到工作场所做好准备至关重要。工作综合学习（WIL）为大专生提供了在课堂和工作环境中“练习”转移的机会。本研究以现有奖学金为基础，并采用混合方法设计，旨在探讨在WIL期间跨这些环境的转移的性质，影响转移的因素和WIL设计原则。调查数据来自WIL的学生（N  = 151）和来自WIL行业主管的访谈数据（N = 24）跨越三所大学（澳大利亚和新西兰）的不同学科/专业。调查结果表明，学生在WIL期间练习转学，但通常是在不太复杂的任务中进行，这些任务与特定学科的技能有关，而不是与一般技能有关。因此，WIL促进了转学，但是某些计划和工作场所的特征在此过程中增强了学生的信心和能力，突出了对精心设计课程的需求。调查结果还强调了有偿工作和志愿服务的重要作用，并强调了教育者采取整体方法发展学生的转移能力的重要性，在课外，课外和课外活动中，尤其是那些从事互动活动的实践和实践中学习行业。讨论了对利益相关者的影响，