Seeing the whole picture – the
challenge of inclusive practice in
Workplace Learning
Theresa Winchester-Seeto
EFPI
Benefits of Workplace Learning
• prepare students for
work and enhance
employability
• provide access to
employment
• broaden career and life
choices
• develop student
resilience and selfefficacy
Current and future challenges
• increasing demand for
WPL
• shortage of suitable work
placement sites
• increasing diversity of
student cohort
Do all student have equal access?
• students with disabilities
• international students and
those with limited English
• Indigenous students
• students from low SES
backgrounds
• students who are first in
their family
• students with mental
health issues
• rural and remote students
Other less obvious groups
•
•
•
•
•
caring responsibilities
financial hardship
learning difficulties
LGBT students
personal characteristics
e.g. shy, lack of
motivation
Multiple layers of disadvantage:
Example:
international students with
limited communication skills and
time problems due to paid work
Challenges for students
“Emotionally and mentally
and physically the course
is a struggle.
I don't know of any other
degree that requires so
much of one individual
during the degree.”
(Student survey)
“so many hours, so
many $$$$ in petrol
money and childcare
and lost employment this needs to change”
(Student survey)
“Three things that LIMITED learning: stress;
poverty; exhaustion” (Student survey)
Common barriers to full participation
• students finding their own
placement – lack of
networks
• student CV and interviews
– partner preferences
• distant placements
• financial cost
• competing priorities e.g.
family, other subjects
Principles of Inclusive WPL (or WIL)
• enables all students to have
access to quality WIL/WPL
• encourages awareness,
respect and valuing of
diversity
• is practicable, workable and
sustainable
• takes a holistic view of
students’ lives
• is proactive and collaborative
Project: “Building institutional capacity to enhance
access, participation and progression in Work Integrated
Learning”: http://acen.edu.au/access-participationprogression/
Guidelines – principles in practice
• flexible approach
• inclusive
curriculum design
• inclusive teaching
practices
support for
• students
• university staff
• partners
Guidelines – principles in practice
• collaborative
partnerships
• sustainable
approaches
• manage expectations
• adequate resources
• ongoing review and
evaluation
Practical Strategies
A variety of strategies can be used
including:
• working with the Office of Students
• broadening assessment approaches
• Using mobile technologies
• working with partners to adapt tasks
For more ideas visit:
• http://www.acen.edu.au/access-participation-progression/
• Trede, F. & Patterson, C. (2014). Addressing individual workplace learning needs
for under-represented student group, Occasional Paper 13. Sydney: The
Education For Practice Institute, Charles Sturt University
http://www.csu.edu.au/__data/assets/pdf_file/0016/1313224/OP-13-TredePatterson.pdf
• Winchester-Seeto, T., Mackaway, J., Peach, D., Moore, K., Ferns, S & Campbell, M
(2015) Principles, Guidelines and Strategies for Inclusive WIL. Brisbane.
http://www.acen.edu.au/access-participation-progression
Finally…
WPL involves investment
of time, money and
energy for:
• students
• the university
• partners
• community
WPL is important to all these stakeholders therefore it is
imperative, that we ensure that all students have access,
and are able to fully benefit from their WPL experiences.