Document Type
Journal Article
Publication Title
International Journal of Work-Integrated Learning
Volume
25
Issue
1
First Page
95
Last Page
107
Publisher
Work-Integrated Learning NZ (WILNZ)
School
School of Nursing and Midwifery / School of Medical and Health Sciences
Funders
2021 from the Australian Collaborative Education Network Research Grant Scheme
Abstract
Inclusive work-integrated learning (WIL) requires collaboration between universities, host organizations and students, particularly, when designing and delivering WIL for students with disabilities. Host organizations, however, are not often included in the collaborations. This study explored host organization knowledge, capacity and challenges to providing WIL experiences for students with disability. A case study multi-method approach comprising an online survey and focus groups was undertaken. Host organizations, represented by supervisors, providing WIL to students enrolled in health courses at two Australian higher education institutions participated. The perceived need for student disclosure, office building limitations, and host organization limited knowledge of WIL expectations, training and student needs impeded the development and provision of optimal WIL experiences for students with disability. A strengths-based approach is proposed to improve the inclusion of host organizations in stakeholder collaborations, their capacity and confidence to support students with disability on WIL and to provide relatable student WIL experiences.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Lawlis, T., Mawer, T., Bevitt, T., Arthur, T., Andrew, L., Wallace, R., . . . Devine, A. (2024). Host organizations' perceptions to providing safe and inclusive work-integrated learning programs for students with disability. International Journal of Work-Integrated Learning, 25(Special Issue 1), 95-107. https://www.ijwil.org/