Inequalities and agencies in workplace learning experiences: international student perspectives

Wall, Tony, Tran, Ly Thi and Soejatminah, Sri 2017, Inequalities and agencies in workplace learning experiences: international student perspectives, Vocations and learning, vol. 10, no. 2, pp. 141-156, doi: 10.1007/s12186-016-9167-2.

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Title Inequalities and agencies in workplace learning experiences: international student perspectives
Author(s) Wall, Tony
Tran, Ly ThiORCID iD for Tran, Ly Thi
Soejatminah, Sri
Journal name Vocations and learning
Volume number 10
Issue number 2
Start page 141
End page 156
Total pages 16
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2017-07
ISSN 1874-785X
Keyword(s) international students
international workplace experience
international education
vocational education
Summary National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace.
Language eng
DOI 10.1007/s12186-016-9167-2
Field of Research 130108 Technical, Further and Workplace Education
130302 Comparative and Cross-Cultural Education
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Grant ID DP0986590
Copyright notice ©2016, Springer
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School of Education
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