Unequal access to work-integrated learning: misalignment, barriers, and inclusion for students with disabilities
Work-integrated learning (WIL) is central to higher education strategies for strengthening university-to-work transitions; however, access and participation remain uneven. This study examines barriers to, and facilitators of, work placement participation for students with disabilities in Irish higher education. The study conceptualises WIL as a system characterised by misalignment across domains, reflecting the distribution of responsibilities across institutions, workplace, and regulatory actors, and highlights the need for greater coordination to support inclusive pathways. (July 2026)