Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy

Jacqueline Mackaway, Theresa Winchester-Seeto, Leanne Carter

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionResearchpeer-review

Abstract

Universities are making increasing use of work-integrated learning (WIL) to meet the demands of government and industry for more and better educated graduates. More recently concerns regarding inclusive practice in WIL have been raised, with questions asked as to whether all students can access and successfully participate in this type of learning. This paper presents findings from a study in one Australian university, which sought to better understand which students are potentially disadvantaged by the placement model of WIL, how disadvantage is experienced by the involved stakeholders (students, host supervisors, academics and professional staff), and what can be done to enable better access and participation in WIL. Findings reveal a variety of multifaceted, and often 'invisible', student-centered factors which have significant influence over which students are at risk in terms of exclusion from placements, and how the experience of access and equity manifests itself for each of the stakeholders. The study suggests a range of strategies utilised by stakeholders to address the challenge of finding a placement for all students, and also draws attention to the 'wicked problems' which further complicate issues of access and equity in WIL.
LanguageEnglish
Title of host publicationResearch and development in higher education
Subtitle of host publicationhigher education in a globalized world
EditorsA. Kwan, E. Wong, T. Kwong, P. Lau, A. Goody
Place of PublicationMilperra, NSW
PublisherHigher Education Research and Development Society of Australasia
Pages226-236
Number of pages11
Volume37
ISBN (Print)9780908557967
Publication statusPublished - 2014
EventHERDSA Annual International Conference (37th : 2014) - Hong Kong
Duration: 7 Jul 201410 Jul 2014

Publication series

NameResearch and Development in Higher Education Series
PublisherHigher Education Research and Development Society of Australasia, Inc
Volume37
ISSN (Electronic)1441-001X

Conference

ConferenceHERDSA Annual International Conference (37th : 2014)
CityHong Kong
Period7/07/1410/07/14

Fingerprint

academy
learning
student
stakeholder
equity
exclusion
graduate
staff
participation
industry
university
experience

Cite this

Mackaway, J., Winchester-Seeto, T., & Carter, L. (2014). Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy. In A. Kwan, E. Wong, T. Kwong, P. Lau, & A. Goody (Eds.), Research and development in higher education: higher education in a globalized world (Vol. 37, pp. 226-236). (Research and Development in Higher Education Series; Vol. 37). Milperra, NSW: Higher Education Research and Development Society of Australasia.
Mackaway, Jacqueline ; Winchester-Seeto, Theresa ; Carter, Leanne. / Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy. Research and development in higher education: higher education in a globalized world. editor / A. Kwan ; E. Wong ; T. Kwong ; P. Lau ; A. Goody. Vol. 37 Milperra, NSW : Higher Education Research and Development Society of Australasia, 2014. pp. 226-236 (Research and Development in Higher Education Series).
@inproceedings{b50873a804a94050a19acd9d27b4489d,
title = "Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy",
abstract = "Universities are making increasing use of work-integrated learning (WIL) to meet the demands of government and industry for more and better educated graduates. More recently concerns regarding inclusive practice in WIL have been raised, with questions asked as to whether all students can access and successfully participate in this type of learning. This paper presents findings from a study in one Australian university, which sought to better understand which students are potentially disadvantaged by the placement model of WIL, how disadvantage is experienced by the involved stakeholders (students, host supervisors, academics and professional staff), and what can be done to enable better access and participation in WIL. Findings reveal a variety of multifaceted, and often 'invisible', student-centered factors which have significant influence over which students are at risk in terms of exclusion from placements, and how the experience of access and equity manifests itself for each of the stakeholders. The study suggests a range of strategies utilised by stakeholders to address the challenge of finding a placement for all students, and also draws attention to the 'wicked problems' which further complicate issues of access and equity in WIL.",
author = "Jacqueline Mackaway and Theresa Winchester-Seeto and Leanne Carter",
year = "2014",
language = "English",
isbn = "9780908557967",
volume = "37",
series = "Research and Development in Higher Education Series",
publisher = "Higher Education Research and Development Society of Australasia",
pages = "226--236",
editor = "A. Kwan and E. Wong and T. Kwong and P. Lau and A. Goody",
booktitle = "Research and development in higher education",

}

Mackaway, J, Winchester-Seeto, T & Carter, L 2014, Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy. in A Kwan, E Wong, T Kwong, P Lau & A Goody (eds), Research and development in higher education: higher education in a globalized world. vol. 37, Research and Development in Higher Education Series, vol. 37, Higher Education Research and Development Society of Australasia, Milperra, NSW, pp. 226-236, HERDSA Annual International Conference (37th : 2014), Hong Kong, 7/07/14.

Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy. / Mackaway, Jacqueline; Winchester-Seeto, Theresa; Carter, Leanne.

Research and development in higher education: higher education in a globalized world. ed. / A. Kwan; E. Wong; T. Kwong; P. Lau; A. Goody. Vol. 37 Milperra, NSW : Higher Education Research and Development Society of Australasia, 2014. p. 226-236 (Research and Development in Higher Education Series; Vol. 37).

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionResearchpeer-review

TY - GEN

T1 - Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy

AU - Mackaway, Jacqueline

AU - Winchester-Seeto, Theresa

AU - Carter, Leanne

PY - 2014

Y1 - 2014

N2 - Universities are making increasing use of work-integrated learning (WIL) to meet the demands of government and industry for more and better educated graduates. More recently concerns regarding inclusive practice in WIL have been raised, with questions asked as to whether all students can access and successfully participate in this type of learning. This paper presents findings from a study in one Australian university, which sought to better understand which students are potentially disadvantaged by the placement model of WIL, how disadvantage is experienced by the involved stakeholders (students, host supervisors, academics and professional staff), and what can be done to enable better access and participation in WIL. Findings reveal a variety of multifaceted, and often 'invisible', student-centered factors which have significant influence over which students are at risk in terms of exclusion from placements, and how the experience of access and equity manifests itself for each of the stakeholders. The study suggests a range of strategies utilised by stakeholders to address the challenge of finding a placement for all students, and also draws attention to the 'wicked problems' which further complicate issues of access and equity in WIL.

AB - Universities are making increasing use of work-integrated learning (WIL) to meet the demands of government and industry for more and better educated graduates. More recently concerns regarding inclusive practice in WIL have been raised, with questions asked as to whether all students can access and successfully participate in this type of learning. This paper presents findings from a study in one Australian university, which sought to better understand which students are potentially disadvantaged by the placement model of WIL, how disadvantage is experienced by the involved stakeholders (students, host supervisors, academics and professional staff), and what can be done to enable better access and participation in WIL. Findings reveal a variety of multifaceted, and often 'invisible', student-centered factors which have significant influence over which students are at risk in terms of exclusion from placements, and how the experience of access and equity manifests itself for each of the stakeholders. The study suggests a range of strategies utilised by stakeholders to address the challenge of finding a placement for all students, and also draws attention to the 'wicked problems' which further complicate issues of access and equity in WIL.

M3 - Conference proceeding contribution

SN - 9780908557967

VL - 37

T3 - Research and Development in Higher Education Series

SP - 226

EP - 236

BT - Research and development in higher education

A2 - Kwan, A.

A2 - Wong, E.

A2 - Kwong, T.

A2 - Lau, P.

A2 - Goody, A.

PB - Higher Education Research and Development Society of Australasia

CY - Milperra, NSW

ER -

Mackaway J, Winchester-Seeto T, Carter L. Work-integrated learning and the 'inclusive' challenge of preparing a diverse student cohort for the world beyond the academy. In Kwan A, Wong E, Kwong T, Lau P, Goody A, editors, Research and development in higher education: higher education in a globalized world. Vol. 37. Milperra, NSW: Higher Education Research and Development Society of Australasia. 2014. p. 226-236. (Research and Development in Higher Education Series).