Work-Integrated Learning (WIL): An investigation of strategies to enable access, participation, and success for Regional Remote Area and Australian First Nations students

Emerging literature critiques the current Australian model of work-integrated learning (WIL), as it poses a major barrier to students’ study success, including withdrawing from the degree. Other countries such as the United Kingdom (UK) and Canada have similar requirements with implications for study retention. Research highlights the financial burden for students undertaking these lengthy unpaid placements, including the cost of accommodation, inability to continue part-time work and the cost of travel. Yet little is known about Regional and Remote Area (RRA) and Australian First Nations students’ experiences. Moreover, the authors argue a lack of culturally safe practices, limited allowance for the time needed for community obligations such as attending ceremonies, or family and cultural events, and dominant Westernised approaches that perpetuate racism for Indigenous students may be barriers to study success. Drawing from Postmodern and Critical Theory, Indigenous Standpoint Theory, Insider-Outsider perspectives, and Black Feminism, we present data obtained from interviews with RRA and Australian First Nations Social Work students at three Australian universities. The findings provide an in-depth understanding of the stressors surrounding WIL for RRA and First Nations students and identify ways to better support and retain students through inclusive and sustainable pathways to participation in placements.