Enabling employability through inclusive placement learning: final report

Abstract

Employability plays a significant part in most modern universities' policies and practices, with placements and work-based learning now forming a core part of the course menu. At the University of Wolverhampton employability forms a key component of its strategic plan, as do equality, diversity and inclusion. However, a graduate with a work limiting disability is less likely to have a job compared to an unqualified person with no disability (Smith, 2016) and disabled people are more likely to be unemployed than nondisabled people. While placement learning pays a key part in employability for all students, this may be even more important for disabled students. The College of Learning and Teaching (CoLT) and the Education Observatory funded an exploratory research project to investigate students’ potential barriers to a successful placement. Ninety-eight students on academic courses in the Institute of Education completed a pre-placement questionnaire, and seven participated in post-placement interviews. Staff were also invited to participate, selected for their involvement in placement learning, employability or disability support. Individual interviews and focus groups (11 staff) were conducted.