Applying Return-to-Work Principles to Higher Ed Placements
Working in both higher education and the workers' compensation system has made one thing clear to me: return-to-work (RTW) programs for injured workers and work-integrated learning (WIL) programs for post-secondary students share more in common than we often acknowledge.
Both involve transitions into real-world environments. Both carry risk. And both rely on coordination among multiple parties.
While RTW programs are supported by mature, regulated systems, post-secondary placements often operate with fewer formal structures. That contrast highlights an opportunity to strengthen how institutions prepare, monitor, and support students during placements.
Parallel Structures, Uneven Supports
In the workers' compensation system, return-to-work is a carefully managed process. At the Saskatchewan Workers' Compensation Board (WCB), where I led provincial claims operations, the framework includes clearly defined responsibilities for the employer, the worker, and the case manager. It is governed by legislation, supported by trained professionals, and reinforced through structured case management, accommodation planning, and ongoing follow-up.
In post-secondary education, student placements such as practicums, co-operative education terms, and clinical rotations play a critical role in preparing learners for the workforce. However, the systems surrounding these placements vary significantly across institutions and programs, particularly outside of regulated professions such as nursing, education, or social work.
In Alberta, for example, work-integrated learning and structured placements are now recognized as a core component of Investment Management Agreements (IMAs), directly supporting system-level goals outlined in the Alberta 2030: Building Skills for Jobs strategy. These mechanisms are not only tied to institutional funding and accountability but are also seen as essential to aligning educational outcomes with labour market needs.
Despite their growing strategic importance, the design and delivery of placements remain inconsistent. This variability affects the quality of support students receive and underscores the need for more structured and equitable placement systems across the sector.
Three Lessons We Can Apply
Based on what I have learned from both sectors, here are three actionable ways Canadian colleges and universities could improve their approach to student placements:
1. Shared accountability must be clearly defined
Most Canadian WCB jurisdictions provide clear guidance on the responsibilities of each party in the return-to-work process. Case managers typically facilitate structured dialogue between workers and employers to ensure that plans are documented, understood, and aligned with legal requirements and workplace expectations. By contrast, many student placement models rely on informal arrangements or broad MoUs between institutions and host organizations. When expectations are unclear, risks increase for everyone involved, especially for students.
Post-secondary institutions can strengthen placement quality by formalizing responsibilities for the student, the host site, and the institution. This would mirror the clarity and coordination that are standard in RTW programs.
2. Readiness should be assessed beyond academics
In return-to-work programs across Canadian WCB jurisdictions, readiness is typically assessed through medical evaluations, functional assessments, and, when appropriate, psychological evaluations. These assessments are used to determine whether an injured worker can safely resume duties and to identify any accommodations that may be necessary for a successful and sustainable return. In higher education, placement readiness is often evaluated based on academic progress, such as completion of required coursework or achievement of minimum academic standing. While these indicators are important, they do not always capture a student's full preparedness for workplace demands.
Some students may meet academic requirements but still lack the emotional resilience, communication skills, or professional confidence needed to navigate complex or unfamiliar environments. In this context, the degree of support and preparation a student receives before entering a placement can play a significant role in their ability to adapt, remain engaged, and succeed throughout the experience.
A more comprehensive approach to assessing readiness would include self-reflection, instructor input, and observable indicators of workplace behaviours such as confidence, collaboration, and adaptability. These measures can help ensure that students are not only prepared on paper but also equipped to thrive in practice.
3. Active monitoring should replace passive oversight
In Canadian WCB systems, return-to-work case managers monitor recovery through scheduled follow-ups, regular documentation, and structured engagement with both the worker and the employer. This allows for timely adjustments and early intervention when challenges arise. In higher education, while some regulated programs maintain strong placement oversight, many student placements rely on a passive model, with limited contact unless a concern is raised. This leaves little room for early support or continuous improvement.
Institutions can improve placement quality by implementing structured check-ins, reflective exercises, and host-site feedback mechanisms. These practices, which are standard in RTW programs, not only enhance the student experience but also provide valuable insights into the quality and consistency of placements over time.
Stronger oversight can help institutions identify trends, strengthen partnerships, and make evidence-informed improvements to how placements are designed and supported. At a system level, more consistent monitoring and feedback can support benchmarking, inform funding decisions, and raise the overall standard of work-integrated learning across the post-secondary landscape.
Why This Matters Now
As AI and robotics reshape both white-collar and blue-collar industries, transitions into new or evolving roles are becoming increasingly complex. Workers returning from injury may encounter unfamiliar technologies, automated workflows, or restructured job environments that differ significantly from those they once knew. Students entering the workforce face a similar challenge, often preparing for roles that may look very different or demand entirely new skill sets by the time they graduate.
In this context, are we truly setting learners up for success if our support systems remain tied to static or outdated assumptions about work? Without thoughtful preparation and adaptive placement models, we risk sending both workers and students into environments they are not equipped to navigate.
Whether we are helping a worker return with confidence or guiding a student through their first professional experience, structured and responsive transitions are more important than ever. The risks of inadequate preparation are increasing, but so too is the opportunity to rethink how we support returning workers and students as they step into the changing world of work.
A Chance to Strengthen the Student Journey
I have deep respect for both systems. I have seen how well-designed return-to-work programs can restore confidence, promote safety, and create renewed opportunity for injured workers. I have also worked alongside institutional leaders who are deeply committed to delivering meaningful, well-supported student learning through real-world placements.
Both systems matter, and there are lessons each can learn from the other. In the face of a rapidly changing environment, both must continue evolving to better support workplace transitions. Improving placement practices is not only about reducing liability. This is about setting students up for success, strengthening partnerships with employers, and reinforcing the long-term credibility of our Canadian post-secondary institutions.
Let’s Talk About What’s Next
If you work in student services, experiential learning, or occupational health and safety, I would love to hear your perspective. Want more? Check out my new Planning for Impact series.
How can we apply the structure and lessons of return-to-work systems to improve post-secondary placements in Canada? The bridge between these sectors is already forming. Now is the time to strengthen it.