The opportunity to gain experience in the workplace is tremendously important when embarking on your career, but such opportunities are not equally available.  One’s connections, financial status and personal circumstances all play a part in the availability of placement opportunities.

That’s the finding of new research from the University of Technology Sydney, with the authors urging universities and industry to do more to provide access to such opportunities for students from disadvantaged backgrounds.

The researchers explored how students feel about so called Work Integrated Learning (WIL), including the quality of the placement, the support they received during it, and their general professional development as a result of the placement.

“We found WIL wellbeing is negatively affected by a range of stressors including time, commitment and financial pressures, which may be offset by opportunities for learning and impact for some students, although not all,” the researchers say.  “Students from equity groups, who often face compounding personal and financial challenges, are particularly susceptible to these pressures.”

Compulsory practice

At many Australian universities, professional practice was a compulsory element of the course, with most using the outcomes from these placements as part of the course completion requirements.

Not all of these placements are equally effective however, especially when students suffer from stress or external factors that may diminish the returns they achieve from placements that are often unpaid.  The authors suggest this could be rectified by ensuring work placements provide a ‘living wage’.

The report also found that the personal background of each student was a significant factor in that student being able both to access placements and for those placements to be successful.

“Women in non-traditional areas (WINTA) and students from non-English speaking backgrounds (NESB) face systemic prejudices and detracting workplace cultures,” the researchers say.  “Additionally, recruitment and employability are driven by practices that privilege high social capitals and vulnerability is exacerbated by the self-sourced nature of WIL placements.”

A better approach

The researchers believe the situation could be further improved by specifically allocating students to both industry and university partnered WIL, or broadening in-curriculum engagement between students and industry.

Indeed, students could even co-create their WIL experiences with employers so that they move away from the compliance-driven mindset that is perhaps common today and more into the career-curation mindset that is so important for one’s career.

The authors believe that work placement is a fantastic way for students to gain experiential learning and prepare themselves for the workplace, but they have to be constructed in such a way as not to be prohibitive for disadvantaged students.

“This research presents opportunities for universities, industry and students to work together in developing WIL placement programs with a focus on quality, accessibility and effective career development,” the researchers conclude.