Academic standards for work integrated learning: a case study from urban and regional planning

Abstract

Work integrated learning (WIL) may be gaining a greater profile within higher education but the question of academic standards for WIL is central to securing its place in a quality learning and teaching agenda. This presents distinctive challenges. The purposes of WIL are many and varied. It is readily aligned to a range of topical imperatives for universities. The diverse parties to WIL activity - students, employers, educators, professionals - bring their own perspectives to these debates. The development of academic standards has to be cast in this context. Creating a constructive meeting place between academic standards and WIL requires a considered re-appraisal of both. This research-based paper reports on a project conducted in Australia and funded by the Carrick Institute for Learning and Teaching in Higher Education. The project team comprises members from RMIT University, Griffith University and La Trobe University. The project investigates academic standards and associated assessment practices through interviews, focus groups and consultations with key parties involved in practice education in urban and regional planning. Whilst the project focuses on one particular industry, the paper emphasises findings that are transferable to other disciplines and professions. The paper makes a contribution to the current design of academic standards and assessment practices suited to the challenges of high quality WIL.