Stories of success: inclusive work-integrated learning (WIL) practices that support diverse learners: ACEN final report

Equitable student access to work integrated learning (WIL) is a challenge that persists (Patrick et al., 2008). Universities Australia’s (2019) recent audit of work WIL again highlighted that particular groups of students continue to engage in WIL at lower rates than average – namely, students from the three equity categories - regional and remote areas, from low and middle socioeconomic backgrounds, and Indigenous students. 1 Students who do not fall into one of these formally recognised equity categories are also known to experience access barriers (Mackaway, 2019). And while barriers exist for a broad range of students, many do successfully engage with WIL.
This project explored with students, workplace supervisors and university staff the policies and practices that enable students to gain access to WIL. Guiding the project were a set of identified Conditions for Inclusive WIL (Mackaway, 2019). These Conditions articulate factors related to values, policies and practices which the project examines in relation to participant experiences.
An on-line survey and guided interviews were conducted with students workplace supervisors and university staff who were involved with WIL within the past 3 years as part of an under-graduate program of study at an Australian university (i.e., completing, organising or supervising WIL).
Key findings from the study indicate that an ‘enabling approach’ to the design of WIL pedagogy is fundamental to widening student access. An enabling or inclusive approach may involve flexibility concerning eligibility criteria, models and placement arrangements. Transparent and open communication between stakeholders plays a role to finding mutually beneficial and workable approaches to inclusive WIL for students, as well as other stakeholders.
The project’s findings informed the development of 11 composite ‘stories of success’ which showcase equitable student access to WIL placements. Each story captures multiple narratives of the participants and highlights how specific conditions for inclusive WIL manifest themselves in practical ways that support widening student access. The stories can be used to evaluate how current practices meet student needs and where gaps exist as well as help predict and anticipate the kinds of measures and resources required to better support equitable student access to placements. As a set, the stories are a tool for centering student voices in the design and delivery of WIL curriculum in higher education settings. Importantly, the findings illustrate how equitable student access to placements must be underpinned by a range of conditions which help to foster and promote inclusion in WIL.