EDI barriers to university-level student participation in work based learning in Geography, Earth and Environmental Sciences: the UK employer’s perspective

The purpose of this paper is to explore the employer’s view of barriers to student participation in Work Based Learning within Geography, Earth and Environmental Sciences. Semi-structured interviews were conducted with employers who had hosted short term (12-week placements) used to identify barriers for both students and employers in the provision of WBL. Employers were generally aware of the practical barriers that faced students, such as finance and networks, but had less understanding or awareness of cultural issues or of their role as an employer in providing equitable access. Employers also faced barriers which varied with the size and type of employer with greater challenges in relation to recruitment and providing in-placement support facing SMEs, charities and community organisations. The study highlighted repeatedly the importance of partnerships between University and Employer and provision of embedded WBL in the curriculum can address some of the barriers identified. The findings provide evidence of continuing issues with equity of access to WBL which can be used to guide future working partnerships between HE and employers of all sizes.
The study highlighted repeatedly the importance of partnerships between University and Employer and provision of embedded WBL in the curriculum can address some of the barriers identified. The findings provide evidence of continuing issues with equity of access to WBL which can be used to guide future working partnerships between HE and employers of all sizes.