This paper focuses on post-secondary programmes for individuals with intellectual impairments within university settings in Chile, Ireland, and Australia. Actor-Network Theory (ANT) is adopted to explain how programmes are developed and sustained through relationships between human and non-human actors. Findings show that for all the university embedded programmes, parent-actors initiated network development. These different programmes were then sustained by other actor-networks, each with its distinct emphasis. In the Chilean network, the university's strong, dynamic support made it a catalyst and social change leader in higher education inclusion across employers and broader society In the Irish network, a strong university actor drove extensive relationships with community and employers who also provided training support. In the Australian network, government played a key role, shaping networks through compliance and funding requirements. These findings contribute to the sustainable development efforts of future programmes.