This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and experiences differed depending on the WIL stream chosen. Aristotle's notions of episteme, techne and phronesis are used as a broad framework for situating the key themes that emerge from students ' reflections. Asia-Pacific Journal of
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