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dc.contributor.authorJones, Martynen_US
dc.contributor.authorCoiacetto, Eddoen_US
dc.contributor.authorJackson, Johnen_US
dc.contributor.authorCoote, Matthewen_US
dc.contributor.authorSteele, Wendyen_US
dc.contributor.authorBudge, Trevoren_US
dc.contributor.authorGall, Sarahen_US
dc.date.accessioned2017-04-24T10:34:39Z
dc.date.available2017-04-24T10:34:39Z
dc.date.issued2009en_US
dc.date.modified2010-05-27T03:06:17Z
dc.identifier.issn11752882en_US
dc.identifier.doihttp://www.apjce.org/volume_10/volume10.htmlen_AU
dc.identifier.urihttp://hdl.handle.net/10072/29842
dc.description.abstractEnhancing academic standards and assessment practices in work integrated learning (WIL) is crucial to securing its place in high quality student learning. Yet, the diverse purposes and perspectives associated with WIL present distinctive challenges to achieving this goal. The paper highlights the issues involved and explores them through a case study from student work placement in urban and regional planning. The study was funded by the Australian Learning and Teaching Council. The project team comprised members from RMIT University, Griffith University and La Trobe University. Whilst the study focused on one particular industry, the paper explores implications that are transferable to other disciplines and professions. In particular, it seeks to acknowledge the complexity of both the learning outcomes of work placement and the contexts within which that learning occurs.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent252844 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUniversity of Waikatoen_US
dc.publisher.placeNew Zealanden_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom203en_US
dc.relation.ispartofpageto215en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalAsia-Pacific Journal of Cooperative Educationen_US
dc.relation.ispartofvolume10en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchHumanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)en_US
dc.subject.fieldofresearchcode130205en_US
dc.titleGenerating academic standards and assessment practices in work integrated learning: a case study from urban and regional planningen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2009 New Zealand Association for Cooperative Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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