Exploring the experiences of students with disabilities in work-integrated learning

Finneran, Rachel; Ajjawi, Rola

doi:10.1080/1360080x.2022.2129317

Cited by 13 publications

(6 citation statements)

References 12 publications

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“…Reports indicate that more than one in eight HE students in the UK declare a disability (Office for Students, 2020). Noteworthy, it has been found that up to 75% of students do not disclose their disabilities due to fears about how they would be perceived and stigmatised and a concern over the course policies and procedures involved in that process of declaration (Dollinger et al, 2022). Similar findings have been found across the literature (Gatto et al, 2021;Moriña & Biagiotti, 2022;Nolan et al, 2015).…”

Section: Employability Challenges With a Disabilitysupporting

confidence: 71%

“…Stigma and stereotyping was a strong theme that has been reflected widely within literature. Previous research reported that disclosure of disabilities was not made due to fears about how they would be perceived and stigmatised (Dollinger et al, 2022). Reported stigma and stereotypes extended into the data on working part-time -with people working part-time being perceived as less committed and not working as hard.…”

Section: Culture and Attitudesmentioning

confidence: 98%

“…Across the world, there are legal requirements for adjustments to be made within the workplace to make workplaces accessible to all individuals (Sing, 2012;Stevens, 2002), but these policies are limited if individuals are fearing the declaration process and impact (Dollinger et al, 2022). Evidence suggests that more needs to be done to provide a safe conversational space for students to be able to disclose their disabilities (Tai et al, 2022).…”

Section: Employability Challenges With a Disabilitymentioning

confidence: 99%

“…Employability is a lifelong and life-wide journey drawing upon experiences from every part of life that can impact on an individual's employability journey within the workplace (Bridgstock & Jackson, 2019;Taylor, 2016) and therefore needs to be supported throughout a student's learning journey, including beyond the point of graduation (Dollinger et al, 2022). Despite employability playing a more significant role within the Higher Education (HE) sector, a lack of work readiness is repeatedly reported by employers (Singh & Singh, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Taylor,

Chandler,

Jong

2023

JTLGE

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An increasing amount of evidence suggests that learners within Higher Education (HE), and graduates, are struggling with their transition into the workplace. With the increased prominence of workplace learning requirements, these challenges are becoming more evident for learners during HE studies. This study aimed to identify the challenges faced by learners and graduates transitioning into the healthcare workforce, and the challenges experienced by key groups such as healthcare employers and other influencers within HE. The key focus was on disability, part-time work and transitions into the workplace. Thirty-two individuals participated in an online survey focused on equity and employability. Questions were both quantitative and qualitative in nature. Participants were learners, graduates, academics, career advisory staff, and employers. Thematic analysis of the qualitative data identified eight themes. Challenges identified by participants included work-life balance, stigma and stereotypes, organisational and individual empowerment, navigating additional administrations tasks, information and signposting, consistency in language and messaging, advocacy, and exemplars for guidance. The study highlights the responsibilities of all involved with HE provision, and the importance of collaboration with employers to inform, educate and advocate for all learners to maximize employability opportunities and enhance transitions into employment. Policy and practice in this area should quality assure the robustness of the support, aiming to meet individual needs, including education to empower and facilitate individual agency, as well as reviewing the visibility and accessibility of resources.

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Section: Employability Challenges With a Disabilitysupporting

confidence: 71%

Section: Culture and Attitudesmentioning

confidence: 98%

Section: Employability Challenges With a Disabilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Taylor,

Chandler,

Jong

2023

JTLGE

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“…In Australia, and globally, there is growing emphasis on how universities can support inclusive and scalable work-integrated learning (WIL) placements (Dollinger, Ajjawi & Finneran, forthcoming;Dollinger & Brown, 2019;Gamage, 2021;Kay et al, 2019). WIL, often described as an umbrella term, can extend to a myriad of practices that seek to link the practice of work to students' learning experiences (see Patrick, Peach & Pocknee, 2008), such as simulations or project-based learning.…”

Section: Introductionmentioning

confidence: 99%

Technology’s Role in Inclusive Work-Integrated Learning for Students with a Disability

Finneran¹

2022

APUBS

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As highlighted through the COVID-19 pandemic, technology plays a key role towards the goal of equitable higher education. In this paper, we focus on the role of technology in supporting inclusive work-integrated learning (WIL) placements for students with a disability. We present three student vignettes, generated from survey data of the perceptions and experiences of students with a disability in WIL (n=132). We used these vignettes in follow-up focus groups (6 focus groups, n=27) which explored students’ ideas on how technology could better support students. From our data, we discuss students’ conceptualisations of how potential technological solutions could improve WIL, across both the mode of WIL offered (e.g., online), but also towards supporting deeper relationships and improving the personalisation of WIL. We conclude by recommending greater collaboration between WIL practitioners and learning technologists to explore the role of technology in creating inclusive WIL experiences.

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Inclusive work-integrated learning in higher education: a scoping review

Lasrado,

Dean,

Eady

2023

Studies in Higher Education

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Exploring the experiences of students with disabilities in work-integrated learning

Cited by 13 publications

References 12 publications

Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work

Technology’s Role in Inclusive Work-Integrated Learning for Students with a Disability

Inclusive work-integrated learning in higher education: a scoping review

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