We typically think of work integrated learning (WIL) as similar to an apprenticeship where the student is effectively employed by some company while also completing their studies. That's fine if define your identity as 'employee', but what if you're thinking more broadly than that? There's still a value in WIL even if it doesn't mean "working for someone else". This paper (15 page PDF), I think, addresses that "by positioning first-year, non-placement, community-engaged WIL as an identity-forming process rather than solely a late-stage employability intervention." As the authors write, "earlier, curriculum-embedded engagement with community and professional contexts may play a formative role in shaping how students begin to understand, relate to, and envision future professional identities from the outset of university study."
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