The Australian Centre for Student Equity and Success (ACSES) has today released a new Equity Fellowship report identifying how universities, industry and government can help create a fairer, more inclusive experience for students required to undertake work placements as part of their studies.
The project saw students and educators co-develop dozens of practical solutions to address the issues facing tertiary students in courses with mandatory industry placements, such as teaching and nursing.
Recommendations from the report include expanded financial support, greater flexibility and a focus on inclusivity.
ACSES Research and Policy Program Director Professor Ian Li said many students can be disadvantaged when required to participate in mandatory placements for their study.
“They can miss out on paid employment opportunities while having to cover living expenses and tuition fees, which is especially stark given the cost-of-living crisis we are in at the moment,” Professor Li said.
“Many students are also asked to compromise on other core responsibilities, such as caring for family members.
“The obstacles are particularly prevalent for students from low socioeconomic backgrounds.”
Associate Professor Amani Bell from the University of Sydney’s Faculty of Medicine and Health authored the report, supported by student co-researchers Minahil Khan, Lachlan Sibir, Tara Soanes and Tina Tran.
Associate Professor Bell said while the introduction of measures such as Commonwealth Prac Payments was welcome, the research highlights more can be done to support students on their placements.
“This project brought together equity-deserving students with university and placement educators, which was productive in co-developing solutions.” Associate Professor Bell said.
“Woking with four amazing student co-researchers and a wider group of 74 students and educators from across Australia, together we generated 40 practical solutions to tackle placement poverty and exclusion.
“The report provides a practical roadmap for universities, governments and industry to ensure placements contribute to equity and success, rather than reinforcing disadvantage.”
Key findings
- Expand financial support: Direct funding from Federal and State governments, universities, and industry is the most effective way to address placement poverty. While the Commonwealth Prac Payments are positive, many degrees with compulsory placements are excluded and international students remain ineligible.
- Increase flexibility: Students called for more flexible placements, including part-time options, to help them maintain paid work and balance caring and other responsibilities.
- Foster inclusive environments: Universities and placement sites need to strengthen inclusive practices. A strengths-based approach should guide educators and staff to recognise and value students’ abilities and to create culturally safe, disability-accessible, neurodiverse-affirming and LGBTQIA+-friendly placement environments.
Key recommendations
The report calls for urgent action across the sector, including:
- Partnership approaches: Universities, industry, professional bodies and governments should work with students — particularly those most affected by placement inequities — to co-design solutions and share responsibility for outcomes.
- Critical review of work-integrated learning (WIL): Universities and professional bodies should reassess placement models and hours requirements to ensure they are fair, evidence-based and genuinely educational.
- Whole-of-degree inclusivity: Inclusive practices should be embedded across degree programs, so students are better prepared for placements and supported by staff trained in strengths-based and inclusive approaches.
- Adequate resourcing: Governments, universities and placement sites must invest in WIL, ensuring both students and staff are supported and valued, including through wellbeing initiatives and appropriate staffing levels.
For more information:
- Addressing placement inequities via participatory action research (full report available on the ACSES website)
