Investigating the experience of students with disabilities in Australian engineering and information technology work placements

Boye, T

Investigating the experience of students with disabilities in Australian engineering and information technology work placements

Boye, T

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Publisher:: Work-Integrated Learning NZ-WILNZ
Publication Type:: Journal Article
Citation:: International Journal of Work-Integrated Learning, 2024, 25, (1), pp. 109-125
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Boye, T https://orcid.org/0000-0001-8880-6073
dc.date.accessioned	2024-11-07T02:05:44Z
dc.date.available	2024-11-07T02:05:44Z
dc.date.issued	2024-01-01
dc.identifier.citation	International Journal of Work-Integrated Learning, 2024, 25, (1), pp. 109-125
dc.identifier.issn	2538-1032
dc.identifier.uri	http://hdl.handle.net/10453/181789
dc.description.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.
dc.language	English
dc.publisher	Work-Integrated Learning NZ-WILNZ
dc.relation.ispartof	International Journal of Work-Integrated Learning
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Investigating the experience of students with disabilities in Australian engineering and information technology work placements
dc.type	Journal Article
utslib.citation.volume	25
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-11-07T02:05:43Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	25
utslib.citation.issue	1

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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http://hdl.handle.net/10453/181789