Investigating the Experience of Students with Disabilities in Australian Engineering and Information Technology Work Placements
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| Title: | Investigating the Experience of Students with Disabilities in Australian Engineering and Information Technology Work Placements |
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| Language: | English |
| Authors: | Timothy Boye |
| Source: | International Journal of Work-Integrated Learning. 2024 25(1):109-125. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Student Characteristics, Students with Disabilities, Engineering, Information Technology, Employment Potential, Work Experience Programs, Job Placement, Student Employment, Student Experience, Accessibility (for Disabled), Disability Discrimination, Equal Opportunities (Jobs), Educational Discrimination, Undergraduate Students |
| Geographic Terms: | Australia |
| ISSN: | 2538-1032 |
| Abstract: | Work-integrated learning (WIL) placements seek to improve employability for all, but increasing evidence suggests equity groups see significant barriers in accessing WIL, in part due to existing barriers to work and study. This project sought to investigate the experiences of students with disabilities in engineering and IT WIL through a participatory research approach. Students with disabilities were invited to join a series of workshops to investigate WIL experiences through shared reflection and critique. The group was led through a Design Thinking process using numerous tools including empathy mapping, journey mapping, and yarning, to help elicit and frame the experiences. Participants identified significant discrimination and a lack of connection, community, and support as key issues. To address these, participants recommended developing community and connection among students, providing workshops on employment tailored for disability, greater support from universities, and greater training for university and industry staff on accessibility, inclusion, and legal requirements. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432666 |
| Database: | ERIC |
| Abstract: | Work-integrated learning (WIL) placements seek to improve employability for all, but increasing evidence suggests equity groups see significant barriers in accessing WIL, in part due to existing barriers to work and study. This project sought to investigate the experiences of students with disabilities in engineering and IT WIL through a participatory research approach. Students with disabilities were invited to join a series of workshops to investigate WIL experiences through shared reflection and critique. The group was led through a Design Thinking process using numerous tools including empathy mapping, journey mapping, and yarning, to help elicit and frame the experiences. Participants identified significant discrimination and a lack of connection, community, and support as key issues. To address these, participants recommended developing community and connection among students, providing workshops on employment tailored for disability, greater support from universities, and greater training for university and industry staff on accessibility, inclusion, and legal requirements. |
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| ISSN: | 2538-1032 |
