Special Issue of the Asia-Pacific Journal of Cooperative Education Work Integrated Learning (WIL): Responding to Challenges What’s in it for me? – Re-discovering the ‘client’ in client- centered learning KATHARINA WOLF 1 Curtin University Whilst the use of real life clients is becoming increasingly popular, particularly within the business school context, the focus has traditionally been on how industry representatives can enrich students’ learning experiences. However, by doing so we have essentially ignored one of the key stakeholders in the education process: Industry collaboration. In the course design, this is a promise frequently made to attract students, demonstrating the real world validity of the program and thereby essentially gaining a marketing advantage for the course itself (Rundle-Thiele, Bennett, & Dann, 2005); however, the benefits and shortfalls for industry partners involved in these types of arrangements have been largely ignored. This paper argues that it is time to pay more attention to the ‘client’ perspective in industry-integrated learning opportunities. By applying the WIIFM (What’s in it for me?) Effect to 12 client-centered learning experiences, gained over a period of three and a half years, the author has identified six distinctive client types, which characterize different approaches to, and perceptions of, client-centered learning. Further analysis has resulted in the emergence of a hybrid type, which characterizes what the author refers to as the ideal industry partner. The paper concludes that client-centered learning is not a safe alternative to teacher-centered activities. However, it can be very rewarding, as long as the client’s motivation is thoroughly considered and understood at the outset of the project. (Asia-Pacific Journal of Cooperative Education, 2010, 11(3), 125-135) Keywords: clients, client-centered learning, industry, industry partnerships, public relations, real life cases INTRODUCTION Over the past decade, the focus in higher education has shifted from teacher- to student- centered education (Kennedy, Lawton, & Walker, 2001), with an increased emphasis on learners being actively engaged and valued as participants in the education process (Burns, 2002). Within the public relations and wider marketing education context there has been a move towards the inclusion of real life clients and case studies in the curriculum, aiming to provide students with an opportunity to gain meaningful real life experience whilst studying. However, despite a growing body of knowledge and continuous interest in client- centered learning, much of the attention given to the university-client relationship has been on the benefits for students, and increased workload for academic staff, whilst the client perspective has been largely ignored. CLIENT-CENTERED LEARNING In today’s fast changing business landscape, employers are seeking graduates who can demonstrate creativity, critical thinking, technical expertise and an ability to adapt to change (Ackerman, Gross, & Perner, 2003; Kerr & Proud, 2005). As a result, educators are under pressure to prepare undergraduate students to become ‚productive employees who can communicate effectively, work well in teams and solve problems, as well as demonstrate 1 Corresponding author: K.Wolf@curtin.edu.au