Baseline survey of current experiential learning practice in Australian and New Zealand planning schools

Slade, Christine, Harwood, Andrew, Baldwin, Claudia and Rosier, Johanna (2015) Baseline survey of current experiential learning practice in Australian and New Zealand planning schools. Australian Planner, 52 2: 103-113. doi:10.1080/07293682.2014.926280


Author Slade, Christine
Harwood, Andrew
Baldwin, Claudia
Rosier, Johanna
Title Baseline survey of current experiential learning practice in Australian and New Zealand planning schools
Journal name Australian Planner   Check publisher's open access policy
ISSN 0729-3682
2150-6841
Publication date 2015-04-01
Year available 2015
Sub-type Article (original research)
DOI 10.1080/07293682.2014.926280
Open Access Status Not Open Access
Volume 52
Issue 2
Start page 103
End page 113
Total pages 11
Place of publication Melbourne, VIC Australia
Publisher Routledge
Collection year 2016
Language eng
Formatted abstract
Experiential Learning (EL) activities within higher education planning programmes provide opportunities for students to learn workplace skills and knowledge within ‘real-world’ contexts. Despite the documented theoretical benefits of EL there is a lack of information on current EL practice in tertiary institutions. Researchers undertook a baseline survey of current EL activities and associated assessment practices used in accredited university planning schools in Australia and New Zealand. Survey responses were received from 18 universities, with 15 out of 23 accredited planning programmes in Australian universities and 3 out of 4 equivalent planning programmes in New Zealand universities. The survey results suggest that some planning programmes are using EL activities to a greater extent than others and there is a diverse understanding and inconsistent vocabulary associated with EL activities. While having a guest speaker was the most used EL activity less than half were linked to assessment. By comparison, other EL activities, such as work experience, always had an assessment component. The survey provided a foundational understanding of current EL practice to inform a larger multi-university research project Experiential Learning in Planning Education (see www.usc.edu.au/explearning) which aims to develop a consistent approach to EL and resource materials for tertiary planning education.
Keyword Experiential learning
Planning education
Baseline survey
Formative and summative assessment
Reflection
Kolb
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
Institute for Teaching and Learning Innovation Publications
 
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Created: Mon, 22 Feb 2016, 21:58:05 EST by Anthony Yeates on behalf of Institute for Teaching and Learning Innovation