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. Drawing on survey data from Disability Office and Career Office managers, complemented by student-reported experiences, it adopts a mixed-methods approach combining composite indices and thematic analysis. The findings reveal a systematic misalignment between the domains in which barriers are most frequently reported (employer and structural) and those in which support is most developed (primarily institutional and student-focused). The analysis also identifies work placement type (compulsory, professionally mandated, and optional) is a key institutional condition shaping access and participation. 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.