Access to work integrated learning: The lived experience

Lloyd, N; Male, S; Paull, M

Access to work integrated learning: The lived experience

Lloyd, N

Male, S Paull, M

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Publisher:: WAND
Publication Type:: Conference Proceeding
Citation:: Student futures. Proceedings of the 27th Annual Teaching Learning Forum,, 2018
Issue Date:: 2018-02-01

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Field	Value	Language
dc.contributor.author	Lloyd, N https://orcid.org/0000-0002-8669-9945	en_US
dc.contributor.author	Male, S	en_US
dc.contributor.author	Paull, M	en_US
dc.date	2018-02-01	en_US
dc.date.available	2017-12-15	en_US
dc.date.issued	2018-02-01	en_US
dc.identifier.citation	Student futures. Proceedings of the 27th Annual Teaching Learning Forum,, 2018	en_US
dc.identifier.uri	http://hdl.handle.net/10453/132867
dc.description.abstract	Work integrated learning (WIL) and internships are an important part of the suite of employability activities utilised by universities in their increasing efforts to ensure that graduates make a successful transition to the workplace. In Engineering, this is not only desirable but a compulsory part of the course, recommended by Engineers Australia as part of program accreditation criteria. Engineering has a long history of ensuring that graduates have been exposed to the workplace before they enter the profession, including via summer placements, and evidence of unpaid work experience. Research across other professions has indicated that unpaid internships may be subject to "class based privilege" (Shade & Jacobsen, 2015, p 188) and induce financial stress for students (Grant-Smith & Gillett Swan, 2017). With increasing economic pressures on students, lowered levels of employment and short and part-time project based employment in the "gig economy", the nature and quality of internships adds another dimension to the picture for graduate employability. Unpaid placements may be an additional employability barrier for engineering students from equity groups including women in non-traditional areas, low SES students, and those from non-English speaking backgrounds. Preliminary findings will be presented from research (funded by the National Centre for Student Equity in Higher Education) into the lived experience of student engineers in both paid and unpaid internships, including the barriers faced by individuals from equity groups, and potential improvements to their outcomes that industry and universities can facilitate.	en_US
dc.publisher	WAND	en_US
dc.relation.ispartof	Student futures. Proceedings of the 27th Annual Teaching Learning Forum,	en_US
dc.relation.ispartof	West Australian Network for Dissemination Teaching and Learning Forum 2018	en_US
dc.title	Access to work integrated learning: The lived experience	en_US
dc.type	Conference Proceeding
utslib.location	Perth, Western Australia	en_US
utslib.location.activity	Fremantle, Western Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2018-02-02	en_US
pubs.place-of-publication	Perth, Western Australia	en_US
pubs.publication-status	Published online	en_US
pubs.start-date	2018-02-01	en_US

Abstract:

Work integrated learning (WIL) and internships are an important part of the suite of employability activities utilised by universities in their increasing efforts to ensure that graduates make a successful transition to the workplace. In Engineering, this is not only desirable but a compulsory part of the course, recommended by Engineers Australia as part of program accreditation criteria. Engineering has a long history of ensuring that graduates have been exposed to the workplace before they enter the profession, including via summer placements, and evidence of unpaid work experience. Research across other professions has indicated that unpaid internships may be subject to "class based privilege" (Shade & Jacobsen, 2015, p 188) and induce financial stress for students (Grant-Smith & Gillett Swan, 2017). With increasing economic pressures on students, lowered levels of employment and short and part-time project based employment in the "gig economy", the nature and quality of internships adds another dimension to the picture for graduate employability. Unpaid placements may be an additional employability barrier for engineering students from equity groups including women in non-traditional areas, low SES students, and those from non-English speaking backgrounds. Preliminary findings will be presented from research (funded by the National Centre for Student Equity in Higher Education) into the lived experience of student engineers in both paid and unpaid internships, including the barriers faced by individuals from equity groups, and potential improvements to their outcomes that industry and universities can facilitate.

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http://hdl.handle.net/10453/132867