Practicing equity, access and inclusion in work-integrated learning

Abstract

As work-integrated learning (WIL) expands in higher education, there is increasing attention on ensuring equitable access and inclusion for all students. These challenges are not unique to WIL, albeit WIL has some unique facets, but are pertinent to all parts of higher education and society more broadly. The WIL community recognizes that equity, diversity, and inclusion is their most significant professional development need, and with scholarship slowly on the rise, it is timely for a Special Issue dedicated to the topic within the context of WIL. This Special Issue includes 12 papers exploring equity, access, and inclusion within the context of WIL. Emergent themes include language, common barriers, disclosure, considerations for inclusive workplaces, curriculum, and assessments, as well as critical reflection, partnering with students, and resilience. It is intended that this Special Issue will continue the advancement of the journey for a more equitable society. © 2024 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

inclusion equity barriers discrimination Language access disclosure equitable practices

Index Keywords

Author Affiliations

University of Waikato, Hamilton, WKO, New Zealand

Macquarie University, Sydney, NSW, Australia

University of Toronto, Toronto, ON, Canada

Funding & Acknowledgements

No funding information

References 10 References

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Practicing equity, access and inclusion in work-integrated learning

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