Description: The university where I work introduced a policy for Work Integrated Learning, that all programs, undergraduate and postgraduate, incorporate 'work integrated learning'. This policy is a management initiative to increase graduate employability. The University is a dual sector university with Technical and Further Education and Higher Education in the one institution.As a working definition the Work Integrated Learning Task Force utilised a continuum of models from 'campus based,' described as 'work referenced learning' to 'work integrated learning' which is 'workplace based.'Work integrated learning is described as preparing learners to work in a field of practice, such as workplace based projects, apprenticeships, internships, practicum, placements and cooperative education.The Task Force had to work on Strategic Plan recommendations: 'Plan for increased delivery of work integrated learning,' 'Develop and implement effective work integrated learning strategies in all courses,' and for students to 'have a strong focus on work integrated learning.'The Task Force set about defining work integrated learning and developing a framework for its implementation with the aim of achieving enhanced graduate outcomes. 'The inclusion of WIL in tertiary education focuses attention on learning that promotes understanding of work processes and the acquisition of generic skills. This will assist graduates in seeking and obtaining employment that better meets their needs and aspirations.' (WIL Task Force Final Report, 2003:4 - 5)'In general terms, good practice in work integrated learning includes:· learning outcomes that are defined in terms of work practices and processes· learning and teaching activities that focus on the workplace as a setting for learning· assessment of the learning that occurs in the workplace; and · alignment of learning outcomes, learning and teaching activities, and assessment.'(2003:8)The policy fits with trends evident in education and training internationally. The National Training Agenda in Australia reinforces the importance of the achievement of industry influenced competencies in the workplace. As Boud identified: 'There has been a dramatic shift in recent years away from viewing educational institutions as the principal places in which learning occurs towards a recognition of the power and importance of the workplace as a site of learning.' (1998:1)Billett (1998:58) with reference to Harris et al, (1996, 1997) highlights reported benefits of workplace learning to students in that ' Harris and his colleagues found that workplace experiences assisted understanding about the value of knowledge being offered in TAFE environments, including the enhanced independence of learners. It is claimed that students with prior workplace experiences had an effective 'head start' on students who lacked these experiences.' Methodology: This paper represents the author's reflections as a member of the initial working party, analysis and critique of the policy documentation and implementation as a participant observer. It is a case study of this initiative in higher education. Conclusions: The achievements in the implementation of this policy will be reported upon. Is it useful to students? How are staff responding? Is the change to curriculum and assessment monitored? Is this a model for other tertiary education programs?The policy, its implementation and impact will be discussed in this paper.Whilst it may be argued as laudable to assist people to gain employment as a desirable outcome of their education and training, there are other gains to be made.The paper considers as an alternative, the aim to develop capable people who are flexible, adaptable, able to manage their own learning, demonstrating values bounded behaviour, mindfulness, confidence and ability to take risks. (Stephenson and Weil, 1992) Attributes such as these may be more efficacious in the gaining of employment than a focus on work integrated learning.