Search Results

Work integrated learning (WIL) has attracted attention nationally and internationally as universities investigate ways to improve the work readiness of graduates. This project responded to concerns that the needs and potential contribution of marginalised students in relation to WIL (particularly work placements) had received little attention. Its broad aims were to: (1) investigate current practices in WIL management in the disciplines of built environment, business and health at the partner universities; (2) work with national and international colleagues to translate inclusive education principles into the WIL context in order to improve student access, participation and progression; and (3) contribute to change in university principles, policies, guidelines, and procedures to enable better support for students from diverse backgrounds to participate in WIL. The project has contributed to ensuring that the National WIL Strategy (2015) includes a specific action to address equity and access issues to enable students to participate in WIL.

Emerging from the project are the following key findings: (1) the Principles, Guidelines and Strategies for Inclusive WIL in conjunction with student profile data can be used to: review current policies, practices, curriculum design and delivery of inclusive WIL; and identify barriers to inclusive WIL and to develop targeted resources and professional development; and (2) working collaboratively with external bodies can help: address specific issues related to professional standards, accreditation requirements, student self-disclosure, confidentiality, duty of care, and reputational impact; ensure that the National WIL Strategy informs the development of a sector-wide framework for inclusive WIL; ensure that the Principles, Guidelines and Strategies for Inclusive WIL are enacted to support student learning in the workplace; and support further research to better understand and support Inclusive WIL.

Edited excerpt from publication. Show less