WIL in Practice

2021 NAFEA Conference Abstracts: The Future of WIL: Diversity, Equity and Inclusion

Ricky Tunny — 2022-12-22

The 2021 NAFEA conference explored current and future challenges associated with work-Integrated learning (WIL) with a focus on diversity, equity and inclusion issues. The conference sessions focussed on a broad range of topics related to WIL in the context of growing concerns related to equity, access, risk management and student well-being.

International Student Placements and Reflections on WIL

Sheree Lloyd — 2022-12-22

International students can have difficulties obtaining and succeeding on WIL placement and securing employment in their chosen field. The authentic student voice captured through a structured testimonial identifies where graduates have obtained employment, their impressions of WIL as a mechanism to prepare graduates for employment and their reflections on preparation for the placement. Student and graduate voice are an important tool for understanding WIL and the international student experience.

The Future of WIL: Diversity, Equity and Inclusion

Ricky Tunny — 2022-12-22

In response to the 2021 NAFEA Conference, The Future of WIL: Diversity, Equity and Inclusion, this editorial paper explores many of the conference presentations and topics related to the inclusion and participation of diverse cohorts in WIL activities. These topics include partnership and relationship management and the importance of including diverse key stakeholder voices in the co-design process. There is also a fundamental need to understand the key challenges for historically disadvantaged or under-represented groups, and the impacts on employability and career development learning outcomes. Within this paper, the WIL in Practice Editorial Board members call on education providers to step up to the challenge to provide the necessary staffing and resourcing to support equity initiatives in order to foster social change.

Towards More Strategic Inclusion. Students with Disability and WIL

David Eckstein — 2022-12-22

WIL that actively includes students with disability (SwD) is an acknowledged need in the theoretical literature, however national guidelines that target the specific issues facing them and WIL providers are yet to be developed. This article applies a constructivist Career Development Learning (CDL) lens to the issue by drawing on current national research into careers support in Australian universities. The research, funded by the NatioWIL that actively includes students with disability (SwD) is an acknowledged need in the theoretical literature, however national guidelines that target the specific issues facing them and WIL providers are yet to be developed. This article applies a constructivist Career Development Learning (CDL) lens to the issue by drawing on current national research into careers support in Australian universities. The research, funded by the National Centre for Student Equity in Higher Education, is used to indicate that staff misunderstand key aspects of the way SwD think about their careers. It is argued that this misunderstanding results in SwD being denied important learning opportunities. Opportunities to embed inclusion in the fabric of the WIL life cycle are suggested, with the aim of enhancing SwD’s experience of inclusion, the authenticity of their engagement and their development as emerging professionals. nal Centre for Student Equity in Higher Education, is used to indicate that staff misunderstand key aspects of the way SwD think about their careers. It is argued that this misunderstanding results in SwD being denied important learning opportunities. Opportunities to embed inclusion in the fabric of the WIL life cycle are suggested, with the aim of enhancing SwD’s experience of inclusion, the authenticity of their engagement and their development as emerging professionals.

A Systematic Review: Gender and Sexual Diversity in Work-Integrated Learning in Higher Education Contexts

Lisa van Leent — 2022-12-22

This article presents a systematic review of published research on gender and sexual diversity (GSD) in Work Integrated Learning (WIL) in higher education. The review includes scholarly papers focussed on 'queer', 'work-integrated learning', and 'higher education'. The review excludes papers on employability, recruitment, or curriculum in higher education. Systematic searches were conducted with 14 papers identified, and following two rounds of screening, three papers were included in this review. The review sought to identify scholarship within higher education institutions globally regarding the enablers and barriers for students engaging in WIL who identify as GSD. Three key findings relate to structural barriers based upon discrimination and marginalisation: the significance of visually inclusive workplaces, the importance of support from key WIL personnel and the role of power dynamics. We conclude that research in this field is severely disregarded and underdeveloped.