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Approaching unpaid work-integrated learning placements through a social justice lens
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Australian universities are under increasing pressure to support students to develop the graduate skills and knowledge required to transition smoothly from higher education into the professional workforce. The adoption of placement-based work-integrated learning (WIL) as a primary means to achieve this objective has become a prevalent feature of the tertiary education landscape. Nevertheless, while a substantial body of research and policy has highlighted the positive developmental benefits of WIL placements, the dominance of mandatory unpaid placements can adversely impact student wellbeing. Approaching unpaid WIL placements through the lens of equity and social justice, summarising the body of work on this topic by the authors, this briefing paper offers recommendations for making WIL work for students, industry, and universities in response to the interim report of the Australian Universities Accord.
Title: Approaching unpaid work-integrated learning placements through a social justice lens
Description:
Australian universities are under increasing pressure to support students to develop the graduate skills and knowledge required to transition smoothly from higher education into the professional workforce.
The adoption of placement-based work-integrated learning (WIL) as a primary means to achieve this objective has become a prevalent feature of the tertiary education landscape.
Nevertheless, while a substantial body of research and policy has highlighted the positive developmental benefits of WIL placements, the dominance of mandatory unpaid placements can adversely impact student wellbeing.
Approaching unpaid WIL placements through the lens of equity and social justice, summarising the body of work on this topic by the authors, this briefing paper offers recommendations for making WIL work for students, industry, and universities in response to the interim report of the Australian Universities Accord.
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