Increasingly Australian University are expected to prepare students for transition into the workforce and to obtain the required employability skills to function effectively within the work environment upon completion of their studies. Workplace learning (WPL) is considered as an effective program that provides students with the necessary skills needed to operate effectively within the work environment. Traditionally WPL programs are available to students who are in the final stages of their undergraduate programs. However, in recent times the Australian government implemented policy that promotes representative access to University. Consequently the tertiary sector now has more diverse students entering via enabling programs. These foundation studies programs are designed to build students competency with the knowledge and academic literacies required for success in an undergraduate program. Yet, for many of these non-traditional, underrepresented students there is often uncertainty and a lack of awareness regarding:
a) what career direction they wish to take
b) the variety of undergraduate degrees available to reflect their career aspirations and,
c) what it means to be a professional.

In an attempt to explore the applicability and merit of WPL for enabling students, this study proposes an innovative and modified version of WPL for students who are transitioning into undergraduate programs. This paper proposes that for enabling students completing their foundation studies program, their destination and workplace will be their undergraduate program for up to 3 years. Therefore, this paper recommends that enabling students should have the opportunity to experience and learn first-hand what it means to be an undergraduate student, how this differs from being an enabling student and where this undergraduate program may lead them. In doing so, this paper offers a potential (scalable) option for these non-traditional students to experience WPL within the University context and thus help them successfully transition into their undergraduate program.

Consistent with previous research, this paper conceptualizes WPL as a transition pedagogy that addresses interest in student retention and attrition within the enabling sector (Trede & McEwen, 2014). Furthermore it is argued that there are significant benefits for enabling students to experience and learn more directly about the variety undergraduate programs and ultimately what that may mean for their future career options. Finally, this study contends that early WPL experiences in enabling programs may be an effective strategy to support students transitioning into undergraduate programs and assist them in developing more clarity around their career aspirations.

Keywords: Workplace learning, enabling education, transition.