Abstract
This pilot study explored the experiences of undergraduate students studying disability who undertook a three-week international Work Integrated Learning (WIL) placement in Brunei Darussalam. Presented are the students’ perspectives of the value of the international WIL and its impact on their personal and professional growth. Semi-structured in-depth interviews were conducted and transcripts analysed using a thematic and iterative qualitative approach compatible with phenomenology. Three major themes exploring student experiences emerged: ‘valued experiences’, ‘cultural dissonance’ and ‘personal and professional growth’. Four recommendations relate to ‘selection interviews, comprehensive pre-departure sessions, accommodation, and quality university supervision’. Indicative findings suggest the placement had a valuable and positive impact on the students, increasing their cultural competence and assisting with their personal and professional growth. Additionally, the findings provide further insight on what makes international WIL placements successful and promotes optimal learning.
Highlights
IntroductionThe students undertook their placement in an autism centre which caters for individuals of all ages, most ranged in age from four through to 20
Background of the Work Integrated Learning (WIL) PlacementThe students undertook their placement in an autism centre which caters for individuals of all ages, most ranged in age from four through to 20
I loved that attitude to everything’. They found the experience so rewarding that they proposed that experiencing international WIL should be mandatory: ‘I feel like travelling [overseas] and working in a centre for people with disability should be compulsory [for Bachelor of Disability and Developmental Education (BDDE) students]; I honestly think it should be
Summary
The students undertook their placement in an autism centre which caters for individuals of all ages, most ranged in age from four through to 20. The centre is run by parents and family members to enable people on the autism spectrum to reach their full potential and to raise awareness about autism in the community. Students spent their first three days at the centre in training sessions to learn about the specific methods of teaching the centre uses. The centre has a very structured approach and uses strong visual reinforcement. The students supported the people in the centre in all aspects of their daily lives including academic skill building, personal hygiene management, fitness/sport training, cooking, cleaning, and for those old enough, competency-based training to gain employment skills.
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