Students on the edge: stakeholder conceptions of diversity and inclusion and implications for access to work-integrated learning

Not all students can access and fully participate in the placement model of work-integrated learning (WIL)(Mackaway, Winchester-Seeto & Carter, 2014). In an environment where the student cohort is growing in its diversity, and universities are making increasing use of WIL as a strategy to prepare ‘job ready’ graduates, this problem of accessibility is concerning. While partner organizations (employers) are critical to the delivery of WIL, little is known about the part they play in relation to this problem. Drawing on organizational psychologist Edgar Schein’s (2010) work on workplace culture, this Australian based study examines 138 publically available documents from a range of organizations and industries to gain insights in organizational attitudes and beliefs regarding issues of diversity and inclusion, and to consider implications for student accessibility to WIL. Using thematic analysis, findings indicate two dominant ideological positions inform organizational engagement with diversity and inclusion. These findings suggest some workplace cultures maybe predisposed to providing WIL placements in more inclusive ways. The study highlights the need for further research in this area, particularly the role of the individual employee in relation to student accessibility.