The benefits of embedding experiential learning in the education of planners

Rosier, Johanna, Slade, Christine, Perkins, Tim, Baldwin, Claudia, Coiacetto, Eddo, Budge, Trevor and Harwood, Andrew (2016) The benefits of embedding experiential learning in the education of planners. Planning Practice and Research, 31 5: 486-499. doi:10.1080/02697459.2016.1229899

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Author Rosier, Johanna
Slade, Christine
Perkins, Tim
Baldwin, Claudia
Coiacetto, Eddo
Budge, Trevor
Harwood, Andrew
Title The benefits of embedding experiential learning in the education of planners
Journal name Planning Practice and Research   Check publisher's open access policy
ISSN 1360-0583
Publication date 2016-09-20
Sub-type Article (original research)
DOI 10.1080/02697459.2016.1229899
Open Access Status Not yet assessed
Volume 31
Issue 5
Start page 486
End page 499
Total pages 14
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Abstract In a future of complexity, uncertainty and fragmented governance we envision planning graduates who will be better prepared for the real world of planning as a result of an experiential learning (EL) approach in undergraduate tertiary education. In this paper, we present the findings of an Australian research project in which planning educators developed and tested a range of experiential planning principles based on sound pedagogical theory. Embedding EL principles and activities within the planning curriculum provides a structured programme of engagement between theory and practice over the four years of an undergraduate Australian planning programme, including opportunities for work-integrated learning. Students gain experience in negotiated decision-making involving a wide range of interactions with planning practitioners. Students become more adaptable—cognizant of mechanisms influencing change, and recognize the value of lifelong learning founded on critical reflection. We propose that a more systematic approach to integrating experiential learning in tertiary planning education culminating in ‘work integrated learning’ would provide a vehicle for further partnerships with responsive local practitioners and communities. Finally, this paper also argues that applying experiential learning does not compromise the quality of planning education based on greater academic rigour.
Keyword Experiential learning
Professional accreditation
Work-integrated learning
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
Institute for Teaching and Learning Innovation Publications
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Citation counts: TR Web of Science Citation Count  Cited 1 times in Thomson Reuters Web of Science Article | Citations
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Created: Wed, 21 Sep 2016, 06:57:28 EST by Christine Slade on behalf of Institute for Teaching and Learning Innovation