10.00 AM - 11.30 AM
Work-integrated Learning (WIL) is an umbrella term that refers to student experiences of authentic and meaningful work-related tasks that are relevant to their study. The purpose of WIL is to help ensure educational programs adequately prepare graduates for industry employment. However, concerns remain about feasibility and equity in ensuring meaningful WIL experiences for all students. Students from refugee backgrounds are underrepresented or subsumed under the general category of culturally and linguistically diverse (CALD) students. As a result, their unique past experiences and distinct needs are not recognized, and they miss out on receiving bespoke support for meaningful WIL experiences. Based on an interpretive paradigm, the proposed study will try to address the gap in documenting the WIL experience of culturally and linguistically diverse students from refugee backgrounds (CALD/R) by canvassing students' experiences. The study will incorporate a social constructivist perspective to interpret findings through the lens of Yosso's (2005) community cultural wealth (CCW) framework and the determinant roles `language' and `Social Interaction' play in a meaningful WIL experience for CALD/R students.
For more information, please email the Graduate Research School or phone 0746 31 1088.