Work-Integrated Learning in university music therapy centres: A global survey of benefits, challenges and opportunities.

Abstract

Work-Integrated Learning (WIL) is a core component of music therapy training programs internationally. However, the implementation and impact of WIL within university music therapy centres remains underexplored. This study investigates current university music therapy centres worldwide, including their structures, approaches to supervision, and their perceived impact on student learning. A global survey of staff at these international centres was conducted, with 17 programs from five countries responding to the survey. Findings revealed a range of centre models that demonstrate the ability of university music therapy centres to bridge theory and practice in a scaffolded and structured way. However, challenges such as resource constraints, operational limitations, and balancing multiple stakeholder needs were also identified. Despite these challenges, university music therapy centres provide intensive Work-Integrated Learning experiences for students, creating opportunities for integrating research and contributing to local communities. Further to this, avenues to ensure the sustainability of university music therapy centres are discussed. This study highlights the potential of these centres to enhance music therapy training through Work-Integrated Learning and calls for further research to explore supervisor perspectives and evaluate student learning outcomes.