Abstract
This chapter focuses on two key challenges that higher education (HE) institutions face when embedding work-based learning (WBL) into their curricula, and the roles that disparate voices play in each. First, we reflect on diversity among students in terms of their needs for WBL in relation to their employability. Considering such diversity, we focus on international students as one key example. Second, we discuss the tensions that arise between the voices of students and employers about their understanding of employability. We argue that greater insight into these voices is needed to move towards a shared understanding of employability. In turn, this will enable HE institutions to maximise the value of their programmes to enable collective actions that empower and benefit students, educators, and employers alike.