Audit of Work Integrated Learning Programs at … of Work Integrated Learning Programs at Flinders...

Audit of Work Integrated Learning Programs at Flinders University

A Report of the Practicum Audit

January to July 2007

Associate Professor Heather Smigiel Director: Academic Development

John Harris

Manager: Practicum Audit

Staff Development and Training Unit

Practicum Audit Page 1 18/02/2008

CONTENTS 1 OVERVIEW OF THE AUDIT...........................................................................6

1.1 Background ....................................................................................................6 1.2 1999 Audit .....................................................................................................6

1.2.1 1999 Audit Recommendations for Future Direction .............................7 1.3 Practicum Audit 2007 ....................................................................................8 1.4 The Audit Process ..........................................................................................9 1.5 Validity of data ............................................................................................11 1.6 Work Experience in Industry (WEI) and Work Integrated Learning (WIL)11 Recommendation 1: The terminology used at Flinders University used to describe student placement programs should be changed from Work-based learning to Work Integrated Learning .......................................12 1.7 A National Internship Scheme to enhance employment skills ....................14 Recommendation 2: Academic Organisation Units (AOU) to examine and pursue innovative means for encouraging higher levels of participation and engagement by industry partners in WIL programs. ................. 15 Recommendation 3: AOU/s, Heads of Schools and course Topic Coordinators to promote and market Flinders University WIL programs to business and the wider community to secure more places for students............15 1.8 Academic workload and WIL......................................................................15

Recommendation 4: Undertake further research to identify current practice by AOU/s and schools for allocating workload for staff involved with courses providing WIL and develop advice regarding a possible framework for policy and planning.

2 Current Flinders University Policy Environment ..........................................17

2.1 Rules and Procedures...................................................................................17 2.2 Specific university Policies and procedures ................................................17

2.2.1 Guidelines for Recognition of Prior Work Experience within Postgraduate Coursework Programs ....................................................................17 2.2.2 Evaluation of Topics ............................................................................17

2.3 Assessment and Teaching: Policy on Student Placement............................17 2.3.1 Fitness for Placement ...........................................................................17 2.3.2 Guidelines for Withdrawal of Students from Placement .....................19 2.3.3 Risk Management ................................................................................20 2.3.4 Permission to repeat a teaching practicum...........................................20

2.4 Legal Requirements .....................................................................................20 2.4.1 Mandatory Notification Training.........................................................20 2.4.2 Police Clearance...................................................................................20 2.4.3 Protective Practices..............................................................................20

2.5 Regulatory and Employing Authorities .......................................................21 2.6 2006 (AUQA) Audit Report ........................................................................22

Recommendation 5: Provide advice for the development of a university wide Work Integrated Learning Policy with clear recommendations for implementation.

3 DESCRIPTIONS OF CURRENT PROGRAMS............................................24

3.1 Examples of Current Practice for WIL ........................................................24 3.1.1 Aquaculture..........................................................................................24 3.1.2 Clinical Audiology...............................................................................24


3.1.3 Clinical Psychology .............................................................................24 3.1.4 Cultural Tourism..................................................................................25 3.1.5 Disability and Community Rehabilitation ...........................................25 3.1.6 Ecotourism ...........................................................................................26 3.1.7 Engineering ..........................................................................................26 3.1.8 Medicine Surgery Clinical Performance..............................................27 3.1.9 Nursing and Midwifery........................................................................27 3.1.10 Nutrition and Dietetics.........................................................................28 3.1.11 Parliamentary Internship......................................................................28 3.1.12 Practical Legal Training.......................................................................29 3.1.13 Social Administration and Social Work Field Placements ..................30 3.1.14 Speech Pathology.................................................................................31 3.1.15 Teaching Experience. New program introduced in Semester 1, 2006. 31 3.1.16 Teaching Practicum Elective: Anangu Pitjantjatjara Yankunytjatjara Lands 32

3.2 Examples of Current Practice for WEI ........................................................33 3.2.1 The Inspire Peer Mentor Program........................................................33 3.2.2 The WorkReady Internship Program...................................................34

3.3 Other University wide support for WIL and WEI .......................................34 3.3.1 Practicum Preparation Online ..............................................................34 3.3.2 Careers and Employment Liaison Centre ............................................34

4 GENERAL ISSUES AND TRENDS ................................................................35

4.1 Practical Legal Training...............................................................................35 4.2 Rural Education ...........................................................................................36

Recommendation 6: Schools and course coordinators examine ways and means for encouraging and assisting students to undertake WIL in country, rural and remote placements.

4.3 Teacher Education .......................................................................................36 4.4 Payments for practicum supervision. ...........................................................38

4.4.1 School of Education.............................................................................38 4.4.2 School of Informatics and Engineering ...............................................39 4.4.3 School of Law......................................................................................39 4.4.4 School of Nursing & Midwifery ..........................................................40

4.5 Student Evaluation of Learning (SET) ........................................................40 4.6 Health and Counselling Services .................................................................41

4.6.1 Students................................................................................................41 4.6.2 Agency Staff ........................................................................................41 4.6.3 Uni Supervisors....................................................................................42 4.6.4 Preparation prior to undertaking a WIL placement. ............................42

4.7 Placement issues for International Students ...............................................43 4.7.1 Course structure and placement availability ........................................43 4.7.2 Timing of arrival in Australia ..............................................................44 4.7.3 Compulsory orientation .......................................................................44 4.7.4 Work Integrated Learning Programs (WILP) preparation...................44 4.7.5 When international students fail Work Integrated Learning Programs45 4.7.6 Clinical skills .......................................................................................45 4.7.7 Cross cultural communication .............................................................46 4.7.8 Organisational structures and hierarchies ............................................46


4.8 General staff workload.................................................................................46 Recommendation 7: Develop consistent Position Descriptions and classifications for general staff who manage or administer WIL practicum placements ................................................................................47

4.9 Research Opportunities ................................................................................47

Recommendation 8: Encourage and provide appropriate resourcing for university staff engaged in WIL to undertake further research, review and evaluation of WIL................................................................................. 48

4.10 Training and Development ..........................................................................48

Recommendation 9: Investigate the professional knowledge and skills required by staff involved with WIL programs, assess the degree to which those staff require further development and training and develop an appropriate range of professional development activites. ................................................................................... 48 4.11 Resourcing and marketing ...........................................................................48

Recommendation 10: Assist AOU/s, faculties and course providers to determine the adequate resourcing of WIL program...................................................................................................................................................... 49 New Practicum Administrator software...................................................................49 Recommendation 11: Expand the use of Practicum Administration software to other faculties, schools and departments to assist with the management of WIL programs. .......................................................................... 49

5 PRACTICUM AUDIT SUMMARY ................................................................50

5.1 Selection of Responses by Coordinators of WIL programs to Questions asked in the survey...................................................................................................50

5.1.1 Do university staff go out to the agencies? ..........................................50 5.1.2 Purpose of the practicum/Placement?..................................................50 5.1.3 Resources available..............................................................................51 5.1.4 Web sites..............................................................................................52 5.1.5 Assessment...........................................................................................52 5.1.6 Issues and Risks ...................................................................................53 5.1.7 Limitations, Challenges and Problems ................................................54 5.1.8 Liaison with other universities.............................................................55 5.1.9 Other Comments ..................................................................................55

6 CONCLUSION ..................................................................................................58

Recommendation 12: Appoint a policy and practice officer (HEO8) to work with all faculties to coordinate and manage WIL at Flinders University.................................................................................................................... 58

7 Practicum Audit 2007 RECOMMENDATIONS: SUMMARY ....................59 8 REFERENCES...................................................................................................60

8.1 Specific Practicum Information websites ....................................................60 9 APPENDICES....................................................................................................61

9.1 Appendix A..................................................................................................61 9.2 Appendix B .................................................. Error! Bookmark not defined. 9.3 APPENDIX C ..............................................................................................62


9.4 APPENDIX D Excel spreadsheet: Topic Coordinators 9.5 APPENDIX E Excel spreadsheet: Topic 2006 enrolments 9.6 APPENDIX F Excel spreadsheet: Practicum visits and payments 9.7 APPENDIX G Excel spreadsheet: Practicum purpose 9.8 APPENDIX H Online Questionnaire (sample)


1 OVERVIEW OF THE AUDIT

1.1 Background

This report describes the processes and outcomes of the 2007 audit of Work Integrated Learning or Work-based Learning activities at Flinders University. Work Integrated Learning (WIL) is the term normally used to describe educational activities that integrate theoretical learning with its application in the workplace. The fundamental concept of learning in the workplace is not new and covers a wide spectrum of learning activities. Although the benefits of Work Integrated Learning are numerous, the experience of ‘work’ is not in itself intrinsically beneficial. Work Integrated Learning that is intentional, organised, recognised and accredited by the university can provide powerful learning experiences for students and staff.

1.2 1999 Audit

An audit of what was then called Experiential Work-based Learning at Flinders University commenced in December 1998 and was completed in 1999. One of the major issues emerging from the 1999 audit report was that the potential value in having links between Flinders University and the wider community through student placement in agencies may not have been effectively utilised. It was considered at the time that when properly resourced and supported, there existed an opportunity for Flinders University to strengthen its ties with outside agencies and to gain a better profile and greater collaborative research opportunities. The 1999 Audit identified the issue of Risk Management as a matter of concern for students when placed in a Work Integrated Learning situation. In learning professional and vocational skills, students are exposed to the same type of risks and injuries as paid employees. This commonly includes car accidents, back injuries as a result of lifting, needle stick injuries, harassment (sexual, racial, verbal), physical assaults and stress. Students, however, differ from workers as they go to the work placements as novices, unfamiliar with the workplace and safe workplace skills. Flinders staff were concerned that students were put at risk when they were not adequately prepared for workplace learning, when placed in an unfamiliar workplace, being anxious and stressed, and not provided with adequate workplace supervision. This situation has the potential to lead to injuries to clients, other workers and students themselves. It may, and sometimes does, result in damages claims against the University and workplace agency. The 1999 audit identified that staff had evidence that risk and injury was reduced with good human resources management in the workplace. The 2007 Audit has further identified a need for careful consideration of all Work Integrated Learning policies, as recommended in Recommendation 5.


1.2.1 1999 Audit Recommendations for Future Direction

The 1999 audit enabled the bringing together of considerable ‘wisdom of exposure’ of practicum coordinators, teachers and supervisors. Their experiences, the review of current research and the analysis of the audit generated a set of strategic recommendations:

• Use of Practicum Programs to Enhance University and Community Relationships and Collaborations

• Induction Programs for External Supervisors, Leading to a University Award

• A Managed Approach to Finding Placements

• The Value in Cross-disciplinary Placements

• The Development of a Management Structure and Guide for Risk Management and Supervision

• The Value of Developing Placement Components in Generalised Degree Programs

• University Recognition of the Role of Practicum Coordinators in Promotions

• Induction of University Staff into Practicum Coordination and Teaching Roles

• Provision of Adequate Administration Support

• Addressing the Issue of Intellectual Property

• A Generic Student Preparation Resource and Program An especially successful University-wide, generic Practicum Preparation Program, supported via the web, was developed. In 1999, this on-line approach to preparing students for practicum was considered to be mandatory for all students about to participate in any form of workplace learning and could be used to orientate students to cross-cultural workplaces. The Working to Learn: Practicum Preparation Online program was subsequently developed by the Staff Development & Training Unit at Flinders University with funding support from the Commonwealth Government under the Higher Education Innovation Program (HEIP) and is outstanding in its presentation of essential practicum preparation material for students. The license for Working to Learn: Practicum Preparation Online has since been sold to a number of other South Australian and Australian universities, including, the University of South Australia and the Royal Melbourne Institute of Technology.

• Ongoing Support and Management of a Practicum Website


1.3 Practicum Audit 2007

In November 2006, the then Deputy Vice Chancellor (Academic) and the Director, Academic Development, commissioned a new audit of all practicum, work integrated learning, field experience, work-based or work experience in industry programs, to ascertain the degree to which recommendation for future directions, as determined in 1999, had been achieved and the impact of recent Federal Government legislation on those programs. The Practicum Audit collected data during January – June 2007, for 2006 practicum programs from all faculties and divisions of Flinders University using an on-line questionnaire developed by the university’s Flexible Delivery unit. From a student enrolment of 15,925 in 2006 the Practicum Audit identified 5,604 students enrolled in topics requiring practicum, work experience or work integrated learning placements in 960 hospital wards, school classrooms, legal offices, hotels or other agencies, including some 600 work experience (WEI) placements in association with the WorkReady Internship Program, the Hong Kong Immersion program and the INSPIRE Peer Mentoring Program. The Practicum Audit also identified that there were 221 academic staff involved with the coordination, management, supervision and teaching of practicum programs in 2006, more than double the number of academic staff involved in 1999. These 221 academic staff represent 35% of the 634 academic staff employed at Flinders University in 2006 and are supported by a further 39 staff with academic status, 73 general administration staff and more than 300 part time sessional or clinical supervision staff to assist with supervision and liaison between the university and the agencies.

Staff involved with Practicum Administration and Supervision

Academic staff , 221

Academic Statusstaff, 39

General staff, 73

Sessional staff, 302

Academic staff Academic Status staff General staff Sessional staff

221 39 73 302


Student Enrolments in Practicum Topics 2006

3rd Yr GE8%

4th Yr GE3%

2nd Yr GE2%

1st Yr GE6%

Honours0% 1st Yr Masters

3%

1st Yr8%

2nd Yr Masters1%

4th Yr14%

3rd Yr24%

2nd Yr31%

1st Yr 2nd Yr 3rd Yr 4th Yr 1st Yr GE

2nd Yr GE

3rd Yr GE

4th Yr GE Honours

1st Yr Masters

2nd Yr Masters

469 1671 1360 774 317 123 459 187 27 156 61

The range of terminology identified for Work Integrated Learning (WIL) placements, otherwise known as Work-based Learning placements, at Flinders University included: Aquaculture Practicum Biodiversity & Conservation Practicum Biotechnology Practicum Clinical Placements Cooperative Work Experience Cultural Tourism Practicum Ecotourism Practicum Field Education Field Placement

Hong Kong Immersion Program Industry Placement Legal Practice Management [Placement] Midwifery practicum Nursing Practice School Experience Speech Pathology Practicum Teaching Practicum Teaching Practicum Elective

1.4 The Audit Process

The appointment of the Manager: Practicum Audit commenced 4 December, 2006. The first activity undertaken was to review the 1999 Practicum Audit and to determine the criteria for the 2007 audit. Prof Joan Cooper, Deputy Vice Chancellor (Academic), Heather Smigiel, Director: Academic Development Human Resources Division and John Harris, Manager: Practicum Audit, met on 12 December, 2006, to review the audit criteria. An online Practicum Audit Survey (Appendix H) was developed by the Flexible Delivery Unit during January and the Manager: Practicum Audit, personally checked the website for each faculty, school and department for information pertaining to practicum or work-based learning programs. On 29 January 2007 an email under the signature of the Deputy Vice Chancellor (Academic) was sent to every Flinders University Topic Coordinator who had been


identified as being the coordinator of a WIL program and to the Heads of Schools and the Faculty Executive Deans. Reminder and follow up emails were sent in early March 2007 to topic coordinators who were yet to complete the audit survey and to other topic coordinators or staff who had since been identified as being involved with WIL programs at Flinders University. Individual academic and general staff were interviewed either by phone, or in person, during February and March to clarify issues raised in the survey. 100 detailed survey responses providing considerable data about the extent of Work Integrated Learning at Flinders University were received by the Manager: Practicum Audit during January through April 2007. On 27 March 2007, John Harris met with Prof Joan Cooper to review progress in the audit and to discuss the Fitness for Placement Policy. On Thursday 5 April, 2007, a meeting was convened for topic coordinators who had contributed to the audit to review data collected and to discuss general issues and concerns relating to the coordination and management of WIL programs. Issues raised and some general comments from the 5 April meeting included:

1. Disability Studies have developed a portfolio system for tracking students on placement and to assist with assessment. A number of students had “slipped through the cracks” in the past and were going through the motions rather than using the practicum as a meaningful learning experience.

2. Clinical Audiology has concerns regarding requests from placement providers to pay the clinical supervisors for making placements available. This would cause huge problems. Placement coordinators are always pleading with placement providers for practicum places.

3. 3rd year Engineering students get paid by the industry partner. Earth Sciences students do a couple of weeks of practicum, but there appears to be no great commitment from students, academic staff or industry for the program.

4. The Best Practice section of the Staff Development & Training Unit (SD&TU) website is excellent and could be expanded.

5. Work Experience in Industry (WEI) compliance might be an issue for placements – we must ensure that (a) The student’s learning on the placement is clearly guided by the university and (b) that learning is assessed by the university, otherwise the university may not receive funding for the topic.

6. Three key issues from Clinical Psychology (a) pressure to increase the number of graduates but struggle with limited number of practicum places available (b) Non-clinical academic staff focus their efforts on research and do not acknowledge the importance of the practicum. The university tends to reward research and not involvement with practicum (c) University Placement Allocation Committee (UPAC) is used to place students – takes up a lot of time, but is essential for cooperation between the Adelaide universities.

7. Practicum forum members could collaborate to apply for research funding to allow actual work within the practicum to be acknowledged more by the university.

8. The issue of availabilities outside of regular semesters can cause problems for students who are sometimes unable to complete the requirements for a


practicum during the specified semester and therefore may experience a considerable delay in the completion of their degree.

The success of this meeting and of subsequent practicum forum of academic and general staff involved with WIL highlights the importance of continuing to support the development of WIL across the university through regular seminars and meetings and an annual colloquium

On 31 May, Heather Smigiel and John Harris met with Deputy Vice-Chancellor, Prof Andrew Parkin, to review the first draft report.

Copies of Appendices D and E were emailed to all School heads and topic coordinators to check for errors and/or omissions on 2nd June and subsequent adjustments to the data collected were made based on replies received. Additional interviews with placement staff were conducted during June and July to either add to or update information previously provided.

1.5 Validity of data

Every effort has been made during the collection of data for the Practicum Audit to verify accuracy. Wherever possible, enrolment statistics have been checked for individual topics. It should be noted, however, a number of Nursing and Midwifery topics describe two placements per year for the same topic. Therefore, while the audit identified 1,570 students recorded as being enrolled in Nursing and Midwifery clinical placement topics, the actual number of placements made by School of Nursing placement officers in 2006 was considerably more than the number enrolled and may, in fact, be double.

Data from the Hong Kong Immersion Program and from the Bachelor of Special Education program in Singapore has been included in this audit.

1.6 Work Experience in Industry (WEI) and Work Integrated Learning (WIL)

The Department of Education Science and Training (DEST) in its Administrative information for providers: student support, updated April 2006, Chapter 16, describes Work Experience in Industry (WEI). Units of work are considered to consist wholly of work experience in industry (WEI) where the university is not providing direction to a student’s learning and performance in regards to work undertaken in an industry placement. Where the university does not provide support for WEI units, the unit is exempt from student contribution amounts and tuition fees. WEI is work:

• that is done as a part of, or in connection with, a course of study undertaken with a university; and

• In respect of which student learning and performance is not directed by the university; and

• The purpose of which is to obtain work experience relevant to the course of study; and


• That meets the requirements specified in the Administrative Guidelines. The DEST administrative information articulates the university’s entitlement to receive, or to not receive, Commonwealth Grant Scheme (CGS) funding for students participating in Work Experience in Industry (WEI). Units that consist wholly of WEI, whether supported by the university or not, do not attract funding under the Commonwealth Grant Scheme (CGS). The load for WEI is not counted as student load and the person’s Student Learning Entitlement (SLE) is not reduced in respect of these units. In this report, work that is not WEI, as described by the DEST guidelines, is deemed to be Work Integrated Learning (WIL) if all of the following are performed by staff of the university or persons engaged by the university:

• Interaction between the supervisor and the student, which may include site visits; and

• Organisation of student placements; and • Ongoing monitoring of student work and progress; and • Assessment of student learning and performance during the placement.

As such, the university may charge a student contribution amount or tuition fee for units consisting wholly of WIL where the student receives support for student learning and performance. At the moment, programs at Flinders University are widely categorised as work-based learning and past projects and audits have come under the heading of work-based learning. This latest audit indicates that most of our current student placement programs can be categorised under the definitions of the Commonwealth Grant Scheme as “work integrated learning”. It is therefore recommended that the terminology be changed to reflect contemporary requirements.

Recommendation 1: The terminology used at Flinders University used to describe student placement programs should be changed from Work-based learning to Work Integrated Learning

In assessing the value of a WIL program, questions such as “what is good WIL?”, “Who decides the optimum length of a WIL program?”, “What is the described purpose of the WIL activity?” “What assessment processes are in place?” and “How does the described purpose differ from the perceived purpose and the actual experience?” need to be asked. Work Integrated Learning programs require good university partnerships with local businesses and communities to provide valuable learning opportunities to advance the notion of work ‘readiness’. Such ideas of engagement go far beyond mere outreach activities to the very conduct of university research and teaching. For example, the Department for Families and Communities has identified a specific need to engage in more dialogue with Flinders University to increase the scope and effectiveness of WIL programs as the department needs more graduates to cope with


projected increases in demand for social workers, clinical nurses, psychologists and disability services officers for Families SA, Housing SA, Disability SA and the Office for the Ageing. At the Australian Collaborative Education Network (ACEN) WIL Conference held at the Queensland University of Technology on Wednesday 7 February 2007, Prof Ian Goulter, Vice Chancellor of Charles Sturt University, in delivering his keynote address, stated that:

• WIL needs to be promoted not for what it does for a university but for what it does for the national interest.

At the same conference, in her keynote address, Associate Professor Janice Orrell, Director (Disciplined Based Initiatives, RIN) Carrick Institute for Learning and Teaching in Higher Education, stated:

• WIL needs to be formally embedded in university policy. • WIL must be planned and intentional. WIL must be managed. The experience

in itself is not enough. There must be a clear intention and purpose understood by the academic staff.

While different faculties, schools and departments have different needs in order to have optimal student outcomes and as such require opportunities to develop unique WIL programs, the coordination of practicum or WIL programs is now seen to be much more of a workload issue that requires proper recognition for resourcing for research, for administration and for the overall implementation in what is an essentially non-traditional learning and teaching area. The House of Representatives Standing Committee on Education and Vocational Training Report on the inquiry into teacher education highlighted an issue for the placement of students for their teaching practicum that has been found to also affect most other WIL programs at Flinders University. Academic and general staff who are directly involved with the placement of student for WIL programs in schools, hospitals or other agencies and venues consistently report that they constantly suffer considerable stress in attempting to secure sufficient places for the increasing number of students. There is an overwhelming sense that the maintenance of goodwill towards agencies is paramount, especially when there is no obligation whatsoever for agencies to provide places for university WIL programs. At the 15th World Conference on Cooperative Education (WACE2007) held 26-29 June 2007 in Singapore, Professor Ian Goulter, as President of the World Association of Cooperative Education, in his keynote address, commented that Work Integrated Learning (WIL) meets the needs of industry, students and universities in bringing learners to work and workers to learning. Many speakers at the WACE conference reiterated the importance of the development of the “soft” skills of Communication and Human Relations, Workplace Culture and Expectations, Email and Writing skills, Punctuality and Attendance, Team Work, Leadership and Career Development during students’ Work Integrated Learning placements. Furthermore, that WIL must be integrated with core university course topics, that the placement providers or agencies need to accept more of the costs associated with WIL and that students need more international WIL experience, especially, for example, when one company in India (the Tata Group) employs 20,000


new engineers each year and PricewaterhouseCoopers employs an additional 34,000 accountants, business managers and human resources managers each year, many of whom are recent graduates.

Carol-joy Patrick, Manager, Industrial Affiliates Program, Griffith University, Nathan, Brisbane, Australia, in her presentation at the WACE 2007 Conference, acknowledged the growing demand for industry-ready graduates and the growing skills shortages in many sectors. Work Integrated Learning needs to be acknowledged as a valid pedagogy and the questions need to be asked regarding the perceived importance of the WIL agenda within the university. Carol-joy Patrick identified five distinct issues for WIL:

• Pedagogy: issues of credibility and assessment • Placement issues: exploring options for placement in a crowded marketplace • Staff issues: Workload, research opportunities, benefits of WIL to the

university • Managing risks • Resources

1.7 A National Internship Scheme to enhance employment skills

On the 29th October, 2007, Universities Australia released a Discussion Paper, A National Internship Scheme, aimed at stimulating debate and action to further enhance the employment skills of university students and graduates. The development of a National Internship Scheme is proposed to provide for more Australian university students to undertake structured work-based learning in industry during their studies. The Discussion Paper is designed to produce discussion, response and action regarding a strategic and focussed approach toward work experience. A cohesive National Internship Scheme would build on current industry and university initiatives by providing for more Australian universities students to undertake structured work-based learning in industry during their studies. Flinders University needs to continue to engage the intellect and character of students by offering high quality programs that seek to integrate all aspects of learning and work. The INSPIRE Peer Mentoring Program is an especially good example of an innovative approach to engaging Flinders University students from all faculties, schools and departments in an effective community based learning program.

Recommendation 2: Academic Organisation Units (AOU) to examine and pursue innovative means for encouraging higher levels of participation and engagement by industry partners in WIL programs.

This latest audit indicates that university academic and general staff are attempting to place more students in a workplace environment that is offering fewer and fewer places. The reasons why there are an ever decreasing number of venues available for students are varied and can include an ageing and tiring teacher workforce, a shortage


of nursing places, costs associated with rural places and a lack of resources to promote and market WIL programs. There is evidence to suggest that a higher level of promotion and marketing of Flinders University WIL programs will provide more opportunities for the placement of students in the workplace and information provided at the 15th World Conference on Cooperative Education, held June 2007 in Singapore, indicates that Work Integrated Learning will become increasingly critical to the success of university programs. Strategies to assist with promotion and marketing include further upgrading of the Staff Development and Training Unit’s practicum website, a higher frequency of visits by academic staff to industry worksites, the production of high quality promotional brochures and the use of electronic and print media to promote specific programs and successes.

Recommendation 3: AOU/s, Heads of Schools and course Topic Coordinators to promote and market Flinders University WIL programs to business and the wider community to secure more places for students.

1.8 Academic workload and WIL

As mentioned in 1.2 the new DEST guidelines highlight the need for academic staff to be involved in the actual direction of WIL programs. The following table identifies the requirements for full funding and the need for universities to shift towards a more directed form of WIL. Supported (No CGS funding, but some HECS) (All the following must be evident)

Directed (full CGS funding and HECS) (All the following must be evident)

Interaction between the supervisor and the student, which may include site visits.

Ongoing and regular input and contact with students.

Organisation of student placements. Organisation of student placements. Ongoing monitoring of student work and progress.

Oversight and direction of work occurring during its performance, not just the progress of a student’s work.

Assessment of student learning and performance during the placement.

Definition and management of assessment of student learning and performance during the placement.

Definition and management of the implementation of educational content and objectives of the unit.

Definition and management of the standard of learning and performance to be achieved by the student during the placement

Formal acknowledgment and recognition of the extent of the workload for academic and general staff in the overall management of WEI and WIL programs is seen as a major concern for staff at Flinders University particularly in the light of these latest recommendations. There are claims by both academic and general staff that the importance of WIL is still not recognised in workload policies. Consequently there has been a tendency to employ sessional staff to undertake supervision and assessment of students and to manage the interaction with industry partners.


The involvement of large numbers of sessional staff to represent Flinders University in the workplace does not necessarily allow for the development of strong industry partnerships. Therefore, the workload of a WIL topic should be allocated in the same manner as any other topic given equivalent credit point value and level of student enrolment. The benefits can be clearly identified for full time members of academic staff and for the university generally, to forge links with industry. While the value to the student, to the academic staff and to industry, is more an issue than the workload hours for the academic staff member, many academic staff have a perception of not getting appropriate acknowledgement for their WIL involvement. In order to attract appropriate CGS funding, all WIL programs must comply with the new DEST guidelines for academic staff involvement. Recommendation 4: Undertake further research to identify current practice by AOU/s and schools for allocating workload for staff involved with courses providing WIL and develop advice regarding a possible framework for policy and planning.


2 CURRENT FLINDERS UNIVERSITY POLICY ENVIRONMENT

2.1 Rules and Procedures

A review of Flinders University Policies and procedures was not originally included in the scope of this practicum audit. However, a search of faculty, school and department websites and subsequent discussions with relevant staff has indicated that, while many Work Integrated Learning or practicum programs provide detailed topic and course information handbooks and/or procedural guidelines for both students and industry placement providers, there are few specific university wide policies and procedures.

2.2 Specific university Policies and procedures

2.2.1 Guidelines for Recognition of Prior Work Experience within Postgraduate Coursework Programs

Guidelines for Recognition of Prior Work Experience (RPWE) apply to all postgraduate coursework programs where work experience is formally acknowledged either as a requirement for admission to a course or where work experience can be counted towards completion of the course. http://www.flinders.edu.au/ppmanual/policySecretariat/recprior.html

2.2.2 Evaluation of Topics

No less than every five years, those AOU/s involved in teaching a topic will conduct an evaluation of it, in accordance with a program established by the faculty. This therefore applies to topics that include WIL. (Note: This is a minimum requirement. It is recognised that for some topics Faculties have adopted a program of more frequent evaluation, and this is encouraged where resources permit.) Evaluations will normally be conducted within AOU/s by the topic coordinators and academic staff involved in teaching the topic. http://www.flinders.edu.au/ppmanual/policySecretariat/topiceval.htm

2.3 Assessment and Teaching: Policy on Student Placement

2.3.1 Fitness for Placement

The current Flinders University Fitness for Placement policy is described at http://www.flinders.edu.au/ppmanual/student/assessment5.htm (Assessment and Teaching: Policy on Student Placement) The policy states: Placement providers may establish, in consultation with the University, requirements for students to demonstrate fitness to undertake placements. These requirements may include health or other checks or a self declaration as to their fitness to undertake the placement. Any such checks or


http://www.flinders.edu.au/ppmanual/policySecretariat/recprior.html

http://www.flinders.edu.au/ppmanual/policySecretariat/topiceval.htm

http://www.flinders.edu.au/ppmanual/student/assessment5.htm

declarations must be accepted by the University as reasonable and then must be:

• applicable to all students involved in such placements; and • related to the requirements of the duties or functions to be carried out in the

placement; and • consistent with University policy and Commonwealth and State Government

legislation relating to equal opportunity and discrimination.

A student who cannot demonstrate fitness to undertake the placement or who refuses to undertake a required check or make a self declaration may be refused placement.

Where there is a pre-existing medical or other condition such that the ability to practice may be impaired, the student will discuss the issues with the topic coordinator so that where possible reasonable accommodations, an access plan or a modified placement that will meet the learning outcomes of the topic can be arranged. The student may wish to discuss the issues with the Disability Liaison Officer in the first instance.

Faculties must establish procedures that should be followed in the case of a student who is refused placement, and that must address the following:

1. identification of the authority to determine that the student should be refused placement;

2. provisions for advising the student on the consequences for course completion and on any remedial action that can be taken by the student;

3. provisions for the student to seek a review of the decision to refuse placement, which address the issues of student representation, and the student's, the placement provider's and the faculty's rights and responsibilities; and

4. the possibility of an alternative placement.

A report from the Faculty of Social Sciences dated 16/6/06 indicated that the School of Social Administration and Social Work found the university’s Fitness for Placement Policy inappropriate and unworkable for its students and has set its own guidelines in relation to student placements. The report does not identify its author and current placement staff have been unable to substantiate the position expressed. The School of Social Administration and Social Work operates a placement system where students and agencies have choice. Their concern with respect to disabilities is mental health problems, the hidden disabilities rather than the physical disabilities. Students are asked if they have disabilities that prevent them from going into placement but it was often found that students did not answer the question, ‘are you mad, bad or somehow abnormal’ no matter how nicely it is asked. The School of Social Administration and Social Work has an interview system where students discuss the practicum with academic staff. Through this process, students who had mental health problems could be identified. There has been a much higher level of disclosure in a one on one interview than in completing a form. As a consequence, academic staff have


been able to manage specific student disabilities in a more thoughtful manner. In addition, all students are required to complete a video taped interview with an actor prior to the first placement. In this, they have to demonstrate a range of interpersonal skills necessary for social work. This has been used as a way to find students with interpersonal communication difficulties and mental health problems and to then develop remedial programs to support them. By identifying students with disabilities early on, academic staff have been able to provide appropriate placements and prevent the inevitable problems that arise with disabilities that are not disclosed before first placement. The School of Education requires students to sign a declaration to verify they have read and understood the university’s Fitness for Placement policy when they apply for a practicum placement. The School of Nursing and Midwifery requires students to sign a comprehensive declaration prior to undertaking a clinical placement as it is a requirement for their work based practices. Students are not asked to declare a disability, but to discuss any aspect of the declaration that the student feels may cause a problem or an issue during their clinical placement in a hospital. The disability officer for the School of Nursing and Midwifery is also called upon to negotiate with students who have an access plan, appropriate strategies to cope with the requirements of the clinical placement. After consultation with the Flinders University’s Disability Officer it is considered that the current Fitness for Placement policy is adequate and that students should sign a generic Fitness for Placement declaration and any other faculty or school specific declaration, prior to undertaking any WIL program. Appendix C is an example of the proposed generic declaration.

2.3.2 Guidelines for Withdrawal of Students from Placement

Students in topics that require them to undertake a placement are subject to contractual agreements established between the organisation providing the placement and the University. A Topic Coordinator may withdraw a student from a placement, either for a specific period of time and subject to specific conditions or for the remainder of the duration of the placement, where:

• the student is consistently unable after due instruction and guidance, to perform satisfactorily without an inappropriate or an unattainable degree of supervision from supervisory personnel with respect to skills involving a client's comfort or safety, or the performance of technical procedures already taught, demonstrated and practised in a prior clinical or practical situation;

• the student performs in a manner detrimental to the professional experience of other students;

• the student breaches the legal, ethical or professional codes of the organisation providing the placement or of the industry concerned;


• the student demonstrates gross negligence in the performance of an assigned duty;

• the placement provider is unable to maintain an appropriate placement experience for the student.


2.3.3 Risk Management

As acknowledged in the 1999 Audit, students placed in hospitals, schools, legal offices, hotels, engineering firms, clinical consulting rooms and a variety of other industry worksites, may, at times, be at risk of injury or harassment. Recent examples of pre-service (student) teachers being accused of alleged assaults or of making inappropriate sexual comments, highlight the risk to our Flinders University students. It is vital that any review of the current policy environment further acknowledges this risk and develops guidelines for Flinders staff and students for managing risk in Work Integrated Learning placements.

2.3.4 Permission to repeat a teaching practicum

Except with the permission of the Examinations Board, teaching practicum topics may not be attempted more than once and teaching practicum topics require full-time commitment for their duration. The issue of part-time WIL placements is discussed in section 4.6

2.4 Legal Requirements

2.4.1 Mandatory Notification Training

Under the Children’s Protection Act of 1993, teachers and other groups of people who work with children / young people are obliged by law to notify relevant authorities if they suspect that a young person is abused or neglected. Flinders University students are required to undertake training in mandatory notification before beginning any school experience, practicum or peer mentoring program in a school or pre-school.

2.4.2 Police Clearance

Flinders University students are required to obtain a clearance from Crimtrac before entering any school or pre-school for school experience, practicum or peer mentoring placement.

2.4.3 Protective Practices

Flinders University students are required to be conversant with the Guidelines for Protective practices for staff in their interactions with students which provide clear advice to all adult members of preschool, school and out of school hours



care communities for the establishment of positive, caring and respectful relationships with children and young people. http://www.decs.sa.gov.au/docs/documents/1/ProtectivePracticesforSta.pdf

2.5 Regulatory and Employing Authorities

There is a range of requirements regarding the amount of work integrated learning that is required for various State and Commonwealth registration and accreditation bodies.

• Speech Pathology students must complete all four practicum topics in order to achieve competency and to provide access for membership to the Speech Pathology Association of Australia.

• Midwifery students (post registration) must successfully complete (according to ANMC Competencies) 130 days practicum to gain registration to practice with the Nurses' Board of SA.

• There are no declared industry standards for tourism. • There are no industry requirements for the Bachelor Tech Aquaculture

Degree. • The practicum topics (ENGR3402 Engineering Practicum and

ENGR3509 Professional Engineering Practice) are included in the Bachelor of Engineering degree programs for accreditation by ENGINEERS AUSTRALIA.

• Bachelor of Education undergraduate students must complete 80 days and graduate entry students must complete 60 days of teaching practicum to gain registration with the Teachers' Registration Board of South Australia.

• The Bachelor of Environmental Health is accredited by the Australian Institute of Environmental Health. Practising Environmental Health Professionals in SA must hold an accredited qualification. To be accredited, courses must include a minimum level of professional practice experience. This is provided in a 3 week practicum in year 2 and in the final year research project.

• The Masters of Audiology students must satisfactorily complete the specified clinical placement hours that are only available through a block placement to be acceptable for membership of the professional association for audiology in Australia, a requirement for employment.

• Currently, there are no Government or Professional regulations concerning practicum placements for any of the awards in Disability Studies.

• The APS (Australian Psychological Society) states that all clinical postgraduate degrees must include three practicums (each, on average, about 2.5 days per week over 19 weeks).

• There are no requirement for Screen Studies • Students enrolled in NURS3400 or NURS3436 are required to attend

38 days of placement and be assessed as meeting the Australian Nursing and Midwifery Competencies before they graduate and apply for Registration as a Registered Nurse with the Nurses Board of South Australia.


http://www.decs.sa.gov.au/docs/documents/1/ProtectivePracticesforSta.pdf

• No requirements for the Geography Industry Placement. • No requirements are specified for the Mental Health Clinical Case

Management placement. • The Flinders Law degree is accredited on the basis that our students

must complete 225 hours of work experience placement, although, in South Australia, LPEAC (Legal Practitioners Education and Admissions Council) has adopted the National competencies which state that law students enrolled in a Practical Legal Training program must have a minimum of 90 hours work experience placement.

• Bachelor of Medicine and Bachelor of Surgery students are required to register with the Medical Board of South Australia as a condition of their enrolment in the course.

2.6 2006 (AUQA) Audit Report

The Australian Universities Quality Agency (AUQA) Audit Report Number 47, Chapter 3.7, Professional Placements, identified: It is an objective of Flinders “to expand professional placement opportunities in city, rural and regional areas within Australia and Internationally”. The Audit Panel noted that a review of placements policy and processes was to be undertaken by the Staff Development and Training Unit during 2006. The Panel interviewed a sample of students who had been involved in practicums/placements and external organisations that provided these opportunities for Flinders graduates. In general, there was a high value placed on the experience by students. However, the Audit Panel noted: • Student feedback on placements is not always formalised, accommodation

arrangements can be difficult for remote students. • There is a perception that staff are sometimes not adequately supported in

clinical placements. • There have been some instances where sufficient practicum places in hospitals

were not available and students were obliged to undertake placements in community medical centres or nursing homes. They considered that this experience did not enable them to develop the range of skills believed necessary as a foundation for future topics.

AUQA Audit Report Recommendation 7 AUQA recommends that Flinders strengthen systems to monitor and evaluate student practicums and placements and ensure consistent implementation of processes to manage these activities across the University. Consistent with the recommendations of the AUQA Audit Report recommendations, a general policy with recommendations for implementation needs to be formulated for Work Integrated Learning programs at Flinders University.


A Working Party of Work Integrated Learning program coordinators representing all faculties should be immediately formed to oversee the implementation of these Practicum Audit recommendations and to develop policy related to:

• Identification and definition of WIL activities and programs. • Academic benefits of WEI and WIL. • Research opportunities. • Fitness for Placement policies. • Promotion and Marketing. • Clear agreements with industry and the university. • Improved links between WIL, graduate attributes and general curriculum. • Resourcing and budgeting framework. • Recognising the importance of WEI and WIL is its focus on ensuring that

academic rigor is maintained while ensuring graduates are work ready. • Identifying and providing teaching of ‘soft’ skills of communication and

human relationships, email and writing, workplace expectations, leadership, assertiveness, team work and an understanding of corporate culture.

(For example, Griffith University has adopted a policy which determines that WIL will be incorporated into 70% of all course offered by the university by the year 2010) Recommendation 5: Provide advice for the development of a university wide Work Integrated Learning Policy with clear recommendations for implementation.


3 DESCRIPTIONS OF CURRENT PROGRAMS

The Practicum Audit identified many examples of models of best practice for Work Experience in Industry (WEI) and Work Integrated Learning (WIL).

3.1 Examples of Current Practice for WIL

3.1.1 Aquaculture

This topic is designed to provide students with first-hand experience of the aquaculture industry. It requires a minimum of 100 hours working in the aquaculture industry. Students are required to prepare an outline report on the relevant industry sector before taking up their placement, and a final research report on scientific and technological aspects of the operations of the industry partner. Students are expected to identify any possible changes which would lead to improvements in husbandry practices and/or profitability.

3.1.2 Clinical Audiology

This topic concentrates on the development of clinical skills. The students are initially rostered for at least one half day clinical session per week with audiologists in the Adelaide metropolitan area. These include hospital and community settings, including private practices, where possible. The students work under supervision with clients of different ages. The emphasis at this stage is on the acquisition of skills in obtaining information from clients, examination of the ear and basic testing of hearing. Skills in observation, description and analysis will also be developed. In their final year, students do two clinical block placements of 4 days per week for 5 weeks. The placements in metropolitan, regional and remote audiology services will be organised by staff.

3.1.3 Clinical Psychology

Students enrolled in the Master of Psychology (Clinical), or the Doctor of Philosophy (Clinical Psychology), programs are placed in three practical settings under the supervision of a registered psychologist or Field Supervisor. Each placement has a duration of about 2.5 days per week for 19 weeks. A member of the academic staff is appointed to liaise with the supervisor and the student. The main task of the University Supervisor is to make two visits (the contract visit and the end-of-placement visit) to the placement site as part of the student evaluation process. Prior to commencement of a Placement, each student is required to prepare a Curriculum Vitae (CV) which describes their academic background and work experience. A copy of the CV is made available to each Field Supervisor at the beginning of the placement. The CV can assist Field Supervisors in


understanding the student's background and can assist the student in developing a professional CV by the end of the course. A “Placement Supervisor Report” is completed by the Field Supervisor at the end of each placement. Practical experience can be expected to differ between placements. Placements are arranged to ensure that there is a diversity of types of experience over the length of the entire programme. All students gain experience with both adults and children in a variety of settings. An individualised contract is drawn up for each placement, defining the learning objectives, the expectations on all parties and the form of assessment. The terms of the contract are negotiated with the student, Field Supervisor and the University Supervisor. On an annual basis, placement agencies are asked to provide a description of the expected placement activities and facilities. It is interesting to note that some schools are now asking placement officers from the Teaching Experience Centre of the School of Education to provide more professional background material and a photograph of students before they will commit to accepting a student for a practicum placement.

3.1.4 Cultural Tourism

This topic is designed to provide students with practical experience working in the arts, cultural or equivalent tourism operations. It requires a minimum of 160 hours over a minimum of 4 working weeks. The total duration is determined by the operator providing the experience in consultation with the course coordinator or delegate and will be in the range of 4 weeks. Care is taken to ensure that students experience a different segment of the industry from their first placement and that each student goes to an appropriate placement.

3.1.5 Disability and Community Rehabilitation

Students in the Bachelor of Disability and Community Rehabilitation complete the topic DSRS 3211 Practicum C, which is an 8 week block placement mid-year, during June and July. The placements are selected by the students in consultation with the Topic Coordinator. Over 60% of placements result in offers of employment to the students. Students must have completed a minimum of 40 hours of voluntary work with a disability service provider as a prerequisite for the practicum placement.

The Practicum requires three compulsory attendances at the University, which include a Briefing Session, a De-Briefing Session and Practicum Day Conference. The Briefing Session held early in Semester 1 (March) reviews the Practicum Manual, preparation, expectations, requirements and closure.


The De-Briefing held within two weeks after the end of the placement, allows students to reflect on the completed Practicum placement and prepare for the Practicum Day Conference in November.

The Day Conference involves the practicum students in 15 minute presentations describing the agency and the nature of their placement as well as the project they completed during the placement. Agency Supervisors and staff are invited to attend the conference. The First year students are invited and Second Year students are required to attend the conference to gain some information and insights into the requirements and expectations of the block placement during the third year of the degree. On the day of the Conference, Disability Service Agencies and other agencies that employ the Graduates of the degree are invited to an Exposition of Employment Opportunities for graduates during the lunch hour break of the Conference. The Exposition is attended by all students and staff which is reported to be informative and useful in terms of establishing and expanding professional networks. The combination of the Conference and Exposition is considered to be a valuable day of information sharing, providing an overview of disability services in South Australia and enabling professional networking.

3.1.6 Ecotourism

This topic is designed to provide students with practical experience working in nature-based or equivalent tourism operations. It requires a minimum of 160 hours over 4 working weeks. The total duration is determined by the operator providing the experience in consultation with the course convener or delegate and is in the range of 4 to 6 weeks. Students are interviewed by a placement panel prior to assignment to ensure that they experience a different segment of the industry from their first placement and that each student goes to an appropriate placement.

3.1.7 Engineering

The topic ENGR3521, Cooperative Work Experience, has been replaced by ENGR3401 Engineering Practicum and ENGR3509, Professional Engineering Practice, from 2007. At Flinders University, the topic coordinator for Engineering Cooperative Work Experience sends a letter to engineering firms in South Australia and interstate and overseas requesting details of placement positions available including the rate of payment to the student(s) and type of project to be undertaken while placed with the firm. Once collated, this information is published for the students on Flinders Online (FLO). Engineering students apply to the firm(s) of their choice as if they were applying for a position of employment and must indicate their qualifications to undertake whatever project the firm describes.


Students are often employed by the same firm after graduating. The vast majority of engineering firms see the Cooperative Work Experience program as adding value to their organisations.

3.1.8 Medicine Surgery Clinical Performance

The placements consist of five Selectives; two Acute Care, one Ambulatory Care, one Rural and one Undesignated. Two of the five Selectives must include Medicine and Surgery. Students who have undertaken Year 3 in a Rural Clinical School site may elect to undertake an alternative to the Rural Selective. It is highly recommended that they undertake a selective in Mental Health. The emphasis is on learning through participation in the activities of the placement with supporting tutorials, workshops, on-line activities or other learning sessions.

3.1.9 Nursing and Midwifery

The website for Nursing and Midwifery provides exemplars of best practice for providing students and work place agencies with information pertaining to clinical placements. The School of Nursing and Midwifery uses Dedicated Education Units (DEUs) as the primary model for clinical placements within the metropolitan area. A DEU is an existing health care unit that is further developed through strategic collaboration between the nurse-clinicians and academics. It is designed to provide an optimal clinical learning environment for students of nursing by using well-proven teaching/learning strategies and drawing on the expertise of both clinicians and academics. Students from first, second and third years are placed in DEUs that provide clinical experience over a longer time frame than the traditional block placement. Students attend one ward/venue two days per week (Tuesday/Wednesday or Thursday/Friday) throughout the semester (excluding breaks). The School currently has more than 30 DEUs in operation covering a diversity of health care agencies across the spectrum including acute medical and surgical settings, public and private settings, community venues and specialty areas (such as operating theatre suites and emergency departments). There is a strong commitment to create and maintain DEUs in areas which provide the highest quality learning opportunities and enhance patient/client care outcomes. However, the total number of places for students available for clinical placements is far less than the number required and placement staff are often forced to compromise. Typically, the students are 'buddied' and mentored by students in the higher years allowing more students to be placed in one ward. The School pays for a staff member of the ward to be the 'DEU Liaison Nurse' who helps the students when one of the Academic Staff (Principal Academics) is not available. The DEU length of time depends on the student’s year, ie: 1st Yr - 2 days per week x 3 weeks each semester


2nd Yr - 2 days per week x 9 weeks each semester 3rd Yr, Semester 1 - 2 days per week x 13 weeks 3rd yr, Semester 2 - 2 days per week x 8 weeks; 3 days per week for remainder, with one 5-day block towards end of placement (approx 40 days) In certain circumstances students are enrolled in block clinical placements. Block placements are contracted into shorter time periods than DEUs (4-5 days per week over a 4-5 week period) and often later in the semester. Lectures are normally completed by the time block placement begins. Block placements are not held in DEUs but rather in different wards/venues with a range of settings available and are usually made by application or when there are not enough DEUs for all students. A typical block placement program where students attend placement towards the end of semester, would be: 1st Yr - 2 days per week x 3 weeks, or one block of 5 days 2nd Yr - 4 days per week x 4 weeks 3rd Yr, Semester 1 - 5 days per week over a 7-day roster x 5 weeks 3rd Yr, Semester 2 - 5 days per week over a 7-day roster x 8 weeks

3.1.10 Nutrition and Dietetics

The topics and NUTD4004A and B, Professional Practice in Nutrition and Dietetics 1 and 2 are taught and assessed as a continuum. Students must enrol in both topics in the same academic year.

In these topics, students develop the professional skills and attitudes necessary to practice as a dietitian. They extend, consolidate and apply their knowledge of nutrition and dietetics through supervised professional practice placements in hospitals and community health centres. The topics also examine ethical and professional issues central to practice as competent health professionals.

3.1.11 Parliamentary Internship

The Parliamentary Internship Program is in its twelfth year of operation. It offers 36 students at Flinders University and Adelaide University an opportunity to become an Intern, working in the South Australian Parliament for one semester. The Program opens with three weeks of formal teaching focusing on parliament - institutions, structures, processes, principles and practices. During this period, the arrangements are finalised for the research program which is the focus of the remainder of the semester. Students work with a Parliamentary Supervisor, usually a Member of Parliament, on the basis of a mutually agreed interest in a policy issue. The formal task is research for a Research Report of 6,000 words on the issue. The topics, over the life of the Program, have encompassed a wide range - fisheries, health, mental health, domestic violence, unemployment, globalisation, reform of Parliament, the status of men, rural media, wine industry, energy, economic development, local government, prostitution law, and many others - and the research has encompassed areas across the State. As well as the formal research project, Interns have a unique opportunity to be involved in the life of Parliament and in the life of Members. Through the Parliamentary Supervisor, the Interns experience the totality of the role of a Member - in the Parliament, in the


electorate and in the party. This experience provides an opportunity to assess whether a career in politics - in a range of areas - is attractive. Many past students have made career decisions on the basis of their Internship experience. The formal project of a Research Report is the formal assessment for the Topic. The Reports become part of the public record, and are part of the collection of the Parliamentary Library, after the assessment procedure. The Members of Parliament are also able to use the Reports in their professional activities. Overall, the Internship offers a breadth of contact for the Interns in the "real" political community. It provides an opportunity for a substantive research project, as well as an opportunity to contact various elements of politics, and assess whether there is a career. Further, the Internship provides an opportunity for a broader understanding of the various components of politics - government, parliament and public service - and a working relationship with the public through people and groups related to the research focus.

3.1.12 Practical Legal Training

In order to qualify as a lawyer in Australia, each law graduate must complete a recognised practical qualification. In 2002, the Australasian Professional Legal Education Council (APLEC) published a recommended set of competency standards which all entry level lawyers should meet in order to be eligible to be admitted as a legal practitioner. Upon completion of a recognised and accredited course of Practical Legal Training, potential lawyers must apply to the Supreme Court of the state in which they wish to practise for admission as a legal practitioner. The admission application process is rigorous. Not only does an applicant have to demonstrate completion of all of the academic and practical requirements, but an applicant must also certify to being a ‘fit and proper person’ to be admitted as a legal practitioner. In Australia, each state and territory has different admission requirements but this is slowly changing as the country attempts to adopt a national profession. This is still not a reality, but we are getting closer. A major step in the creation of a national profession is the fact that each admitting authority has now adopted the APLEC competency standards. The APLEC National Competencies prescribe a program of academic study incorporating at least 90 hours of workplace training as a minimum for all students who complete PLT at Graduate Diploma level or equivalent. So wherever a student completes Practical Legal Training, there is a work experience Placement involved. At Flinders University, students complete 225 hours of work experience Placement in the last twelve months of their studies within a topic called Legal Practice Management. They are required to attend a full week (9 a.m. to 5 p.m.) of classes covering practice management, time management, trust accounting and placement preparation, held in early February before the start of the official academic year and prior to commencing their practicum placement. Students may commence their Placement any time after that first week of preparation.


Student feedback about Placements is, in the main, extremely positive. Comments like: This was the best part of the whole Practical Legal Training program are common. Students get very excited about working in a real legal team, in a real office with real clients. The challenges and pressures of legal practice are usually met with nervous excitement. Written feedback suggests that for many students, the Placement reinforces their decision to become a lawyer and most can’t wait to be admitted and get started. The transition from student to lawyer is a rite of passage for many, and there is a strong sense of achievement in completing the practicum placement. Quite clearly, students relish the opportunities that the Placement provides and are very grateful to their host supervisors for sharing their time and expertise.

3.1.13 Social Administration and Social Work Field Placements

Field education is a core component of the social work education process, and has the status of a full academic subject. Persons responsible for the management of the field education program must be social workers. The school arranges for a member of its staff to visit the agency at least once during the placement to provide liaison between the two organisations, to provide consultation as required, and to assist in evaluation of the student’s progress. Students must spend a minimum of 140 seven hour days (980 hours) in at least two field placements. Students must undertake placements in at least two practice settings, and in at least two fields of practice and be able to practise using a diverse range of social work interventions. The placements are over two years, the first placement in the second semester and the second placement in first semester the following year. Generally students are in placement three days a week and are at Flinders on the other two days. Students work towards the development of a range of practice skills such as interviewing and communication skills and problem solving and professional behaviours. Students learn about ethics, values and ideology in practice. The aim of field education is to develop knowledge of and demonstrate skills in the following areas over two placements. Students are expected to:

• Initiate, develop and sustain relationships with individuals, families, groups, organisations and communities

• Identify, assess and respond to risk, diversity, rights and responsibility • Explore and identify the objective and subjective dimensions of issues, needs,

resources and concerns • Establish a process to observe, analyse, synthesise data • Contract, set goals and monitor service arrangements • Implement the appropriate and negotiated intervention strategies • End the planned changed process • Take responsibility for professional practice • Take responsibility for administrative functions in the agency


3.1.14 Speech Pathology

This topic assists students to develop their clinical skills in both speech pathology and audiology. Students work with clients presenting with common speech and language disorders. Under guidance and supervision, they assess, diagnose and treat clients. The topic may incorporate some audiology clinics in which assessment of hearing is made.

3.1.15 Teaching Experience. New program introduced in Semester 1, 2006.

The overarching notion was to develop a partnership with schools where the professional experience was seen as an essential element of teacher education and a positive way to create links between university students and staff and professionals in the field. The recognition that in-school learning was the focus of professional experience, rather than mere assessment of the student teacher, creates a very different environment from traditional supervision practices. For pre-service (student) teachers, being welcomed into a school community led to learning and professional growth that could not be simulated in the university setting. The experience allowed them to observe teachers in all aspects of their role, experiment with pedagogical practices and begin to understand how supportive learning environments were established. The Teaching Experience program for undergraduate students now includes 20 days of School Experience made up of 10 days per semester in the student’s second year and linked to curriculum topics. In the students third year they complete a 4 week placement in a metropolitan or country school. Final year students are required to spend 10 days in a metropolitan or country school placement in school term one (including the first 2 days of the school year) plus a 6 week practicum block in school term 2. Graduate Entry students complete 10 days of school experience in semester one of their first year followed by a 4 week practicum block in semester 2. Changing the language and terminology of the initial teaching experience was seen as a way of influencing changing attitudes and practices. School experience was different from a teaching practicum, which by necessity, had to be assessed. Supervising teachers are now referred to as teacher mentors and the university supervisor is now a university liaison to reflect the new role of linking university studies with the school experience. Examples from Unley and Seaview High Schools

The Principal and Assistant Principal of Unley High School are very keen to enhance the Flinders University school experience/practicum program to extend the range of experiences students receive when they attend Unley High, to make the school experience more meaningful and to give our students a much better understanding of the teaching of literacy and numeracy skills across the whole school program. Unley High School will structure the school experience program for the students for their 10 days per semester in keeping with the general aims of the topics EDUC2302 and EDUC2403. The new Practicum Administrator


software will allow the school practicum coordinator to declare 10 placement positions across a range of subject areas each year for students to work with Unley High School students with their Literacy & Numeracy skills and then remain with Unley High for their 4 week Teaching Practicum the following year. This will give students a much more structured program for school experience, a greater understanding of the work of teachers in schools and continuity with their teaching practicum. Students will then be placed at another school for their final practicum, but any students who wish to continue working at Unley High in a voluntary capacity will be able to credit the extra hours towards the Teaching Practicum Elective in their final year. The school senior staff are keen to liaise with the academic staff to integrate the teaching of the Literacy & Numeracy topics with the needs of Unley High School. A similar program of close cooperation exists between Seaview High School and the School of Education at Flinders University. Now in the second year of operation, first year Flinders University students select Seaview High School for their school experience program. Students meet with senior staff at Seaview High School during the last week of school term 4 and assist with the year 7 to year 8 transition program at the beginning of their second year. Students then have the option to continue working with students at Seaview High School and undertaking their first teaching practicum at the school in third year. Flinders University and St George College at Thebarton have a Memorandum Of Understanding which facilitates the annual placing of students for school experience and practicum at the college.

3.1.16 Teaching Practicum Elective: Anangu Pitjantjatjara Yankunytjatjara Lands

This program is now in its 10th year and was first established by Dr Gordon Baker, a former teaching experience coordinator for the School of Education. The practicum is jointly funded by Flinders University School of Education and the Department of Education and Children’s Services (DECS). In the past, mostly final year pre-service students and a few third year pre-service students were involved with the program. In 2006, for the first time, the program was offered to third year pre-service students who now have the opportunity to be placed in the Anangu Pitjantjatjara Yankunytjatjara Lands for their final practicum. Nearly half of all Flinders pre-service students who have been involved with the APY Lands practicum have gone on to be employed in the Lands and a considerable number of all teachers in the APY Lands are former Flinders students. Mr Russ Jackson, the DECS Manager: Curriculum and Induction Anangu Education Aboriginal Lands, in speaking to our final year pre-service students recently mentioned that, in the early days, just about anyone could get a job in


the APY Lands. Now DECS is very selective and the quality of Flinders graduates has been outstanding. Significantly, graduates who are now employed in the APY Lands are staying longer than their initial two year appointment. Also of significance is anecdotal evidence that the quality of learning for Anangu Pitjantjatjara Yankunytjatjara students has improved markedly over the past 10 years.

3.2 Examples of Current Practice for WEI

3.2.1 The Inspire Peer Mentor Program

Now in its fourth year of operation, the INSPIRE Peer Mentoring program provides student mentors to schools and has demonstrated that ways of working with teachers in both primary and secondary schools to overcome difficulties associated with trainee teacher placements in schools can be achieved. The INSPIRE Peer Mentoring program, administered by Catherine Koerner from the Careers & Employment Liaison Centre, is a model of university to community engagement within formal and alternative learning environments in low socio-economic areas. The model has been closely integrated with a new teaching practicum elective in the Bachelor of Education program due to feedback from school students, trainee teachers and teaching staff that there can be a greater benefit for Education students to maintain an ongoing relationship with classroom students and teachers over a full semester or year than can be gained through traditional block teaching practicum as the predominant method of teacher-preparation for pre-service teachers. Previously, a number of education students had volunteered to act as mentors for the Inspire program in their second year (or first year graduate entry). Anecdotal evidence suggested these students were far better prepared for their teaching practicum and they demonstrated a greater awareness of the general operational aspects of a school. As one secondary principal remarked, the Inspire students “knew what went on in the corridors of the school and their experience was not just restricted to a couple of classrooms.” Another school principal commented on the high level of involvement by his staff with the Peer Mentoring program and praised the program for allowing trainee teachers to become involved in a much wider aspect of the school program than would normally have been possible.

As the Inspire program developed and expanded with more secondary and then some primary and junior primary schools becoming involved, more second year and first year graduate entry students were gaining a school experience that clearly assisted their preparation for the teaching practicum the following year.


The number of schools involved in the INSPIRE Peer Mentor program has increased from four to thirty five in the past two years. Bachelor of Education students may convert the INSPIRE Peer Mentoring program to a full WIL program by enrolling in the Teaching Practicum Elective topic (EDUC4800)

3.2.2 The WorkReady Internship Program

The WorkReady Internship Program is an especially successful program which provides opportunities for some 450 students each year to undertake a range of projects for business, industry and government with leading companies, law and accounting firms, environmental agencies, government departments, councils and community organisations. WorkReady is a demonstration of Flinders University’s commitment to fully prepare graduates with the knowledge and skills needed for employment. WorkReady placements operate throughout the year and the placement period is flexible depending on the organisation’s needs and available resources. Projects can be undertaken either in a block period or spread over a number of weeks.

3.3 Other University wide support for WIL and WEI

3.3.1 Practicum Preparation Online

The Practicum Preparation: Working to Learn program, developed by the Staff Development and Training Unit, is a useful online program to assist students in their preparation for a WIL placement. This excellent program appears to be currently underused by academic staff at Flinders University and students may benefit from a renewed level of promotion of the use of the program by all faculties and departments with WIL components in their courses and topics.

3.3.2 Careers and Employment Liaison Centre

The Careers and Employment Liaison Centre provides excellent services for our students to assist with resume writing, interpreting positions descriptions and general work readiness.


4 GENERAL ISSUES AND TRENDS

The Practicum Audit identified a number of key issues related to work integrated learning. Of concern were the different practices adopted by each program. For example, in relation to pre-work place briefings, some programs run a series of lectures to support students and provide information that will assist them once they are in a placement, a few programs just run a one-off briefing session and several program have no briefing or information for students prior to them undertaking a work placement. This variance was also evident in the role that is played by the workplace supervisor. Some programs have the workplace supervisor playing a supervisory role, some are responsible for providing one-off or on-going feedback, some programs require the workplace supervisor to act as a mentor, while others require the workplace supervisor to assess the student against a number of criteria. Not all workplace supervisors are required to write a report on each student. The greatest concerns for those who completed the audit were: the need to provide visible university support for work placements; the need to work closely with workplace supervisors to ensure the best experience for students and the associated difficulties of getting workplace supervisors together; the problem of getting the best feedback for students in relation to skills demonstrated while on the work placement; meeting accommodation costs in rural areas and managing the placement process for large numbers of students. Finding placements was identified as the greatest issue of concern for university-based coordinators. An example of a typical comment regarding difficulties with work placements appears below: …two key issues (a) pressure to increase the number of graduates but struggle with limited number of practicum places available (b) Non-clinical academic staff focus their efforts on research and do not acknowledge the importance of the practicum. Many qualitative comments also related to the need for work integrated learning to be more closely linked with each academic program. For example: we must ensure that (a) The student’s learning on the placement is clearly guided by the university and (b) that learning is assessed by the university, and University tends to reward research and not involvement with practicum. We need to raise the profile for the sake of the students.

4.1 Practical Legal Training

Many law firms and other legal offices prefer to have students on Placement on a full time basis. This creates several difficulties for many students, some of whom are mature age students who have children and find attending a Placement full time extremely difficult. Many cannot afford to pay for child care during this time and many students are not financially independent and have to work to survive, pay their rent/mortgage and put food on the table for themselves and their families. One student put it this way: Understand that this Placement does not pay. Therefore most students, particularly those living independently, cannot afford to take 6 weeks off work. I worked 7 days a


week for 6 weeks or so and was exhausted; I didn’t think I got as much out of my Placement as I could have because of this. [We] should have [been] given an option to only work 3 days per week for 3 months. Students are often keen to secure a Placement in a legal office where they would ultimately like to work. Many students have very fixed ideas about the type of work they would like to do and the area of law in which they would like to practice. These students will seek a Placement which matches their ideas about their future. However, it is of concern that this component of the practicum is sometimes seen as little more than a six-week job interview, with an emphasis on potential permanent future employment overshadowing the learning of important practical legal skills.

4.2 Rural Education

John Halsey, Chief Executive Officer of the Rural Education Forum of Australia, in the November 2006 edition of Country Education Matters, echoes the lament of other practicum placement coordinators in citing the cost constraints of undertaking practicum in rural and remote placements. Not only do teaching students need to seek country placements, as the majority of job opportunities for graduates are in country locations, but also a significant number of Nursing & Midwifery students and Cultural Tourism students are placed in rural and remote areas of Australia. The pre-service country teaching placement research done by REFA shows that there are five main costs that have to be met by students who take a country placement. They are the cost of travel to and from a placement, the cost of accommodation and any extras while away from home, the cost of maintaining home base, the cost of getting prepared for a placement and, loss of income because of not being able to maintain a paid job. Eleven respondents also said they had to meet extra costs for providing care for dependents. Students reported they were unable to return to their former job after completing a country placement and accommodation costs can be doubled for students who take a country pre-service placement because they often have to pay for their country stay and maintain their usual rent or mortgage repayments. The work of REFA has directly influenced the introduction of new Country Teaching Practicum Scholarships announced by DECS this year to provide $1,250 per student towards transport and living costs to support student teachers who undertake a practicum in the country. Recommendation 6: Schools and course coordinators examine ways and means for encouraging and assisting students to undertake WIL in country, rural and remote placements.

4.3 Teacher Education

In the area of teacher education, Flinders University has an especially close and well regarded relationship with schools and their staff in both the Government and Non-Government sectors in South Australia. Trainee teachers currently undertake a four week practicum placement in either a country or a metropolitan school in their third year and an six week practicum placement in their fourth year of the four year degree program. As well, a small number of trainee teachers from Flinders University are


placed in interstate schools and in overseas schools. An initiative of the School of Education has been to develop over the past three years a network of “University Liaison” personnel throughout the metropolitan area and in the major country centres, including the South East, the Lower Eyre Peninsula, the Iron Triangle, The Mid North, the Riverland and the Yorke Peninsula regions of South Australia. Retired and semi-retired school principals, deputy principals, teachers and former university academic staff are employed on a casual basis to work with university academic staff to liaise directly with schools in the preparation of trainee teachers. University Liaison personnel attend Professional Learning workshops at Flinders University to gain firsthand knowledge of university policies and visit schools on a regular basis at times when trainee teachers are in the schools during their teaching practicum. Responses from schools clearly indicate a very high level of satisfaction with this direct form of liaison with the university and teachers value the opportunity to work closely with university personnel. There is a clear indication from teachers that they place a high value on their own role in the training of future teachers. Many teachers, in responding to a survey conducted in March 2005, indicated that trainee teachers need more than the minimum of four weeks in their third year and in their final year and, in fact, there is a strong sense that trainee teachers should spend 6 to 8 weeks each year in a school. Many teachers see their role as a “mentor” and are especially supportive of the trainee teacher program. Difficulties arise, however, in the implementation of trainee teacher programs, when a combination of an ageing teaching force, increasing teacher workloads, greater community demands and the closing of schools, reduces the number of places available in schools for trainee teachers. Recent increases in the intake of trainee teachers by the university has compounded this critical issue. The constant pressure to secure adequate high quality places for student teachers and the constant reliance on establishing goodwill, is a source of considerable strain on the School of Education placement staff. The head of one school sector commented that “we thought we were doing the university a favour in offering places for students”. Another principal of a DECS school said to a student teacher “I’m only doing this for Joy [Placement Officer], you know!” and went on to admonish the student for not being able to skip lectures to attend the school on days that were convenient to the school. The House of Representatives Standing Committee on Education and Vocational Training Report on the inquiry into teacher education, in its report Top of the Class, Chapter 5.10, noted that; While universities are required to provide practicum placements for their students, there is no obligation on employing authorities or schools to offer places. In the absence of obligation, universities must rely on the goodwill of schools and individual teachers. As student numbers have increased, so too has the need to find places. Many universities reported that they are having difficulties in finding a sufficient number of placements for their students. New legislation is being drafted to define a “Practicum Day”. Currently, there is no prescribed minimum number of practicum days to be completed by Bachelor of


Education students prior to the completion of their degree. Overseas trained teachers are required to substantiate the completion of 40 practicum days when applying for registration to teach in South Australia. New requirement from the Teachers Registration Board currently being drafted will be 80 practicum days for a 4 year Bachelor of Education degree, 60 days for a 2 year (graduate Entry) degree and 45 days for a 1 year degree with a minimum of 4 weeks in one practicum block. Also of concern, is the decision by the rapidly expanding ABC Learning Centre network to only offer employment to trainee teachers who have completed a course conducted by the ABC Learning Centre’s own training establishment and not to offer practicum places to students enrolled in the Bachelor of Education Early Childhood degree.

4.4 Payments for practicum supervision.

In the majority of Work Integrated Learning placements, the agency or placement provider does not receive a payment from the university for placing a student(s), nor do students get paid for the practicum. A few notable exceptions are either very costly for the university, or, in some cases, generous for the student(s). A conservative estimate of the total amount of payment made to both Teachers and Registered Nurses for supervision would be in the order of $1.2 million per year. In addition, sessional staff are paid to supervise students and general staff are paid to administer sessional staff contracts and process payment claims from supervisors.

4.4.1 School of Education

CLAUSE 5.11 of the Teachers (DECS) Award: SUPERVISION OF PRACTICAL TEACHER TRAINING UPDATE 17:12:98 states: Teachers who are involved with the practical training of student teachers from a Tertiary Institution are entitled to an allowance in accordance with the following: 1. Principals or teachers delegated by them, who are engaged in the supervision of training duties will be paid an amount as set out in Schedule 1 per student per day up to a maximum of ten times the per student per day rate. One supervision allowance only to be paid by each institution whose students are supervised in the school. 2. Teachers who are engaged in training duties will be paid an amount set out in Schedule 1, provided that where the training duties of a student in any one day are undertaken by more than one teacher the Principal will determine the apportionment of the day rate between the teachers sharing the duties.

Schedule 1: SUPERVISION OF PRACTICAL TEACHER TRAINING Principals or teachers delegated by them, who are engaged in the supervision of training duties shall be paid at the rate of $1.07 per student per day subject to Clause 5.11.1 of the award. Teachers who are engaged in training duties shall be paid $22.39 per day subject to Clause 5.11.2 of the award.


The current practice for administering this payment requires the School of Education practicum placement staff to perform the following:

1. The teacher(s) and school coordinator in each school downloads a claim form from the DECS website, or in the case of Independent Schools, obtain a claim form from the Teaching Experience office.

2. The completed claim is sent to the School of Education Teaching Experience Centre for a general staff member to process and check.

3. The processed claim is sent to DECS who then pay the teacher(s) and school coordinator. For Independent Schools the processed claim is sent to the Flinders University Payroll office for payment.

4. DECS invoice the faculty of EHLT for the payment made to the teacher(s) and school coordinator and appear to add their oncosts.

5. The DECS invoice is returned to the School of Education Finance Officer for verification. The placement staff in the Teaching Experience office are usually asked to verify the invoice (a repeat of the earlier claim process)

6. Flinders University payroll services seek approval from the EHLT Faculty Resource Office for payment.

4.4.2 School of Informatics and Engineering

A common practice worldwide is for engineering firms to pay undergraduate engineering students to undertake Work Integrated Learning placements. At Flinders University, engineering students apply to the firm(s) of their choice as if they were applying for a position of employment and must indicate their qualifications to undertake whatever project the firm describes. The majority of students are paid for the 20 weeks of the practicum placement. Payment at a rate equivalent to 75% of the starting salary of a fresh graduate is recommended, in accordance with guidelines provided by the Association of Professional Engineers, Scientists and Managers, Australia (APESMA). This currently equates to about $500 per week although some students are paid as much as $900 per week during the practicum placement. The University acknowledges that this may not always be possible, and that some students may need to be prepared to work for a reduced wage or in a voluntary capacity.

4.4.3 School of Law

Flinders students complete their work experience Placement within the last twelve months of their studies. Students are not only unpaid for six weeks of work, but they are actually paying to be there. The Placement is a compulsory part of a topic for which in 2006, Flinders University students paid $1,361 to be enrolled. The topic consists of five days of tuition and placement preparation, a six week placement (forty-five days) and a one day seminar on Risk Management. This


equates to a total of fifty-one days. This costs each student $26.69 per day, or $133 per week. The six week Placement costs just over $800. A few students actually receive some remuneration from their placement providers, but most do not.

4.4.4 School of Nursing & Midwifery

For the block placements in 1st semester for 2nd and 3rd year students, the School of Nursing & Midwifery pays 2 hours per student per week over the duration of the placement (usually 4 weeks for 2nd year and 5 weeks for 3rd year) at a rate of $43.13 per hour (going up to $43.99 on 7th July) . This is also the case for 2nd semester 2nd years. The 2nd semester 3rd years students are facilitated for a total of 10 hours at the same rate. The School of Nursing & Midwifery has DEU's (Dedicated Education Units) in many venues and have DEU liaison nurses who facilitate the students at ward level. The School of Nursing & Midwifery pays them the difference from their substantive rank to that of a Clinical Nurse level 2 year 1. This could be as little as 90c per hour and up to $5.00 per hour per 8 hour shift for the 4 days per week for the duration of the clinical placement (usually over 12 - 13 weeks, where 1st, 2nd and 3rd year students are placed in the same venue and ward). The facilitator, depending on the size of the ward, is paid from 6 - 12 hours per week at the rate of $43.13. The claims for payment by nursing staff are processed by the same general staff who place the students in the DEU’s and is an especially time consuming process.

4.5 Student Evaluation of Learning (SET)

The lack of a satisfactory SET has been identified through the Practicum Audit. Both Health Sciences and Education staff have indicated a general level of dissatisfaction with the current SET instrument with regard to evaluating practicum. The current review of the Student Evaluation of Teaching has confirmed the findings identified through the Practicum Audit that the current SET instrument is unsatisfactory for the purposes of evaluating practicum. While there are an additional fourteen questions available in the SET databank these are generally not accessed by academic staff. A trial of a new SET developed by the Staff Development & Training Unit in consultation with practicum topic coordinators will be conducted this year, starting with final year student teachers and with students enrolled in disability studies. Appendix B has an example of the new SET being trialled.


4.6 Health and Counselling Services

Practicum/Clinical Placement issues identified by Health and Counselling Services counsellors.

4.6.1 Students

• Need close mentoring relationship with university staff about professional issues including more frequent visits from Uni staff while on practicum/clinical placement. (“Challenges I had and things I learned on my own clinical/prac placements”)

• Students need information on how to deal with practicum/clinical placement feedback constructively

• Need practical self management strategies for the workplace setting • Rules regarding no part time practicum/clinical placements are discriminatory

and may contravene Disability Discrimination Legislation. • Many students are working in part-time jobs. It is very difficult for these

students during practicum/clinical placements as they either can not work (and financially struggle) or if they fit work in around placement and have no spare time. This is especially difficult for practicum/clinical placements which are of more of a ‘block’ nature than just 1-2 days per week.

• Juggling practicum/clinical placements and academic work is very difficult (e.g. nursing block clinical placement right before and during exams)

• If students haven’t finished work prior to practicum/clinical placements then extra long extensions may be required (e.g. education have policy of students focussing only on prac and not on other uni assignments, and so will grant extensions for 6 weeks until after the end of prac so students don’t have to worry about both)

The issue of Part-time versus Full-time placement for WIL, as referred to above, poses particular difficulties for many students and is identified as an ongoing issue for both placement staff and academic staff involved with coordinating topics incorporating WIL. In many cases, the issue is exacerbated by the requirements of individual employers or by various State and Commonwealth registration and accreditation bodies.

4.6.2 Agency Staff

• Supervising staff in some agencies are unaware of competencies that need to be tested

• Supervising staff in some agencies are poor mentors/teachers/assessors (leading to inequity across placements)

• Training and closer liaison is needed for agency practicum/clinical placements supervisors

• Some agency supervisors are highly stressed and some agencies poorly resourced making students’ experiences less valuable

• Shortage of agency positions for students can lead to problems if student needs to repeat a placement (especially if they are time limited by International Student Visas)


4.6.3 Uni Supervisors

At times, students have reported difficulty getting in touch with their uni supervisor when things aren’t going well. The House of Representatives Standing Committee on Education and Vocational Training Report on the inquiry into teacher education, in its report Top of the Class, Chapter2 5.13, 5.14 and 5.15 referred to concerns that could be applied to most practicum or WIL programs offered by Flinders University. In particular;

• Many teacher education students and recent graduates expressed concern

about the weakness of the link between the practicum and the theoretical components of teacher education courses; and

• Many universities are providing very limited support to students while they

are on practicum with visits from university supervisors being infrequent; and

• Where visits do occur, they are often undertaken by part-time non-teaching university staff.

However, information from teacher education students at Flinders, provided both anecdotally and through a formal Student Evaluation of Teaching, clearly indicates a high level of satisfaction from students with the use of sessional staff for practicum supervision.

4.6.4 Preparation prior to undertaking a WIL placement.

The Working to Learn: Practicum Preparation Online program was developed by the Staff Development & Training Unit at Flinders University with funding support from the Commonwealth Government under the Higher Education Innovation Program (HEIP) and is outstanding in its presentation of essential practicum preparation material for students. The 2007 audit has identified that information provided for students by individual schools to assist with their preparation for the practicum is, in the main, very thorough. For example, the School of Education conducts whole semester practicum lectures for students in preparation for practicum as well as making the Working to Learn: Practicum Preparation Online program available on Flinders Learning Online (FLO). Sections of the Working to Learn program are also reproduced in the Teaching Experience Handbook which is purchased by students and distributed to schools. Problems do occur with placements, however, when there is clear evidence that a student has not availed him or herself of the available resources. In such instances, it is recommended that consideration ought to be given to the withdrawal of that student from a placement, in accordance with the Guidelines for Withdrawal of Students from Placement.


4.7 Placement issues for International Students

The International Student Adviser, the AusAID Liaison Officer and the Coordinator in the International Student Services Unit (ISSU) see students with placement issues in their daily work with international students. The following comments are based on observations and students’ self-reporting of their difficulties, which cannot be substantiated statistically. The predominant issue centres on English language competency. Students who meet the English language requirements for degree entry do not necessarily have the course-specific language skills for both their studies and their placement. When students come from countries where English is frequently used (either as a language of instruction or in frequent use as an official language), their level of preparedness for placement does not seem to be such a major issue. For example, students from Singapore and India appear to have less difficulty than students from China and Hong Kong. However, they all require a period of adjustment to the Australian idiom (accent and slang). This is particularly an issue in clinical placement situations as students sometimes struggle to understand patients / clients who are feeling unwell or stressed by their circumstances and who perhaps speak either quickly or with a strong accent. Clients also struggle to understand international students’ accents, and this factor is beyond the control of the student or other staff at the placement. Some students have reported that they face reluctance from clients who do not want to deal with them, and it is possible that this is linked to their culturally and linguistically diverse backgrounds.

4.7.1 Course structure and placement availability

There are significant issues for students who fail and then have to repeat a placement. This is especially difficult in programs where placement locations are very limited (e.g. Nutrition and Dietetics). For example, students who have been required to complete a supplementary placement of an additional five weeks, have either had to return home and go through the costs associated with applying for a new student visa, or stay in Australia as a tourist with no option to work, and still pay for a further student visa. A wait of at least a semester is not uncommon. Before they arrive in Australia, students are seemingly not aware that their clinical placements may be in hospitals across the metropolitan area, and not all of them are easily accessible by public transport. In some cases, students have reported that they needed to catch a taxi to get to an early shift or to travel home from a late shift, which is a considerable additional cost. In Midwifery there is an additional requirement for student to follow through a number of labour cases in the community and this places a significant additional financial burden on students. For example, one student was following an expectant mother living in the Adelaide Hills, so was not accessible by bus and although the student had purchased a car, the costs of petrol made this a very expensive add on to their degree.


4.7.2 Timing of arrival in Australia

Currently the university policy is perceived to allow students to arrive at Flinders University as late as two weeks after commencement of the semester. This is because the last day to add new topics is seen as the cut-off point and many international students, both new and continuing, feel that if they arrive in Australia by that date, it is acceptable. Commencing a course so late potentially creates a major disadvantage for any new student, but international students may be even more affected as they often need to look for accommodation, adjust to language and culture, and do this while they are trying to catch up on the work they have already missed. The ISSU would, therefore, support a move to amend university policy to require new students to be enrolled and registered in topics for the study period no later than the first day of classes. The university’s system does not facilitate the enrolment of commencing students before they are onshore, so this would be useful mechanism to ensure that students arrive by the beginning of their program.

4.7.3 Compulsory orientation

Ideally, there should be a compulsory orientation program before official commencement of the semester that will cover issues relating to both general course and placement issues. For example, it is important to have an understanding of the Australian health system before commencing a course in which much of this is regarded as basic knowledge. The Faculty of Health Sciences runs a compulsory pre-course orientation program in the week before the university’s official orientation week, and this is reflected in the course commencement date included on the students’ Confirmations of Enrolment (CoE), the document they use to apply for a student visa. While international students are encouraged in ISSU pre-departure information to arrive at least two weeks before the start of the semester, many students are unable to get a flight or a visa early enough to do so. Also, while it is not fair to disadvantage students who obtain a visa late by having an earlier cut-off date for commencement of their studies, it does not appear to be fair to allow them to get here late and then struggle to meet the requirements in their first semester.

4.7.4 Work Integrated Learning Programs (WILP) preparation

Having a good induction alone is not going to resolve many issues international students experience during their studies and particularly during placements. These require an in-depth and hands-on preparation, and ongoing support in terms of supervision before and during placements. Adjusting to a new language and culture is a slow and gradual process, which does not have a clearly defined end point. Just because students have made the transition to university study does not mean that they are equipped to deal with people in an Australian workplace, and with Australian clients.


Both academic and clinical supervisors need to be resourced and prepared through ongoing professional development to be able to meet the different requirements, in terms of time commitment and cultural awareness, that can be involved in dealing with international students. ISSU propose that the University make a commitment to develop minimum standards in terms of preparation of students before going on placements, which need to be resourced and be made part of the normal curriculum in the different areas. These standards could be developed through a working party including academic and clinical/school supervisory staff, students, and staff from support areas such as Health and Counselling, Student Advocacy and ISSU. It is also important to not only offer this kind of preparation to students before their first WILP, but before every WILP they undertake, as the requirements and expectations increase. It is important to practise client contact and the work expected of students on campus before they commence their placements. This is already occurring in many cases, for example through role-plays with other students. However, as it is important to create a 'real life experience' as much as possible before commencing a WILP, it might be useful to practise clinical skills with volunteers who are not involved in the program.

4.7.5 When international students fail Work Integrated Learning Programs

The University needs to ensure that the pre-acceptance information given to international students outlines the possible visa and course completion consequences of failing the WILP component of their degree before they accept their place and come to Australia. ISSU is concerned about the varying arrangements in different programs that are in place for students who either fail, or are deemed not yet competent on their first attempt at a WILP, and are required to either repeat the topic or undertake a supplementary WILP. In some cases students need to wait many months, or over a year before they can attempt the WILP again. This usually means that international students need to return to their home countries until a place becomes available. They incur visa, travel and living expenses. It may be possible to derive the average fail rate over the last five years for most WILPs, and consider the possibility of reserving WILP places so that students who need to repeat a WILP are not unduly delayed in completing the requirements of their degree.

4.7.6 Clinical skills

Clinical English • Clinical English skills (Nursing and Nutrition and Dietetics) • Conversational English • Understanding of topics discussed by staff and by patients; sensitivity to

appropriate topics


• Reports in some programs (especially post-registration placements such as Critical care, midwifery and nursing) that students are unfamiliar with Australian clinical equipment.

4.7.7 Cross cultural communication

International students need more time to become accustomed to placement settings and this is a joint factor of the level of preparation of external workplace staff members who are involved in providing supervision and teaching and the preparation undertaken by students. Nutrition and Dietetics and Speech Pathology provide in-service training for supervisors, but we are not sure how widespread this is in programs with placements. It would therefore appear that there is no standardised training or information provided to staff who provide supervision within the placements. Given that we also understand that there is no payment to the placement providers, there is a question of how you mandate training for supervisory non-university staff in external workplaces. The reverse of that question is ‘do international students have sufficient background information about the cultural context in which they are expected to operate?’ For example:

• What is appropriate to talk about with staff and patients? • Body Language and personal space. • Strategies to make yourself understood and to ensure that you understand your

clients. • Cohort-specific information (e.g. Interests of Australian teenagers in a public

hospital nutrition program)

4.7.8 Organisational structures and hierarchies

Are students sufficiently briefed about the professional culture of organisations (chain of command, appropriate ways to ask for support, information and interaction with co-workers and supervisors) before they go on placement? Understanding the health / social system – organisational and governmental structures (e.g. in social work – being addressed). Whilst the Faculty of Health Sciences has commenced addressing this issue by having a presentation about the Australian Health System in their orientation program for international students, one lecture will only touch the surface of this area.

4.8 General staff workload

Considerable variation and inconsistency occurs between faculties and schools regarding the description of duties for placement staff and subsequent classification.


The School of Nursing & Midwifery has 1.7 FTE at HEO3 and HEO5 to manage some 3,000 clinical placements for around 1,500 students. The School of Social Administration and Social Work has 3.6 HEO8 staff to manage 230 placements per year, including worksite liaison and visits, preparation of all placement guideline material and general management of practicum programs. The School of Education has one 0.4 casual HEO4, one 0.8 HEO4, one 0.8 HEO5 placement staff and one 0.5 HEO7 Teaching Experience Coordinator, who is the topic coordinator for 15 practicum topics and who, at the time of this audit, “Prepares a lecture program for the teaching practicum program, prepares and presents lectures, invites academic and specialists in related fields of study to provide lectures, represents the School of Education at national conferences and prepare speeches, reports and papers as a principal author to influence an audience of critical importance to the School of Education teaching experience program” to place 930 students annually. Note: The School of Education 0.5 HEO7 Teaching Experience Coordinator position has recently been redefined by an Australian Workplace Agreement (AWA) and is now described as Manager: Teaching Experience Programs, with conditions and payment equivalent to Lecturer B/HEO8.

Recommendation 7: Develop consistent Position Descriptions and classifications for general staff who manage or administer WIL practicum placements

4.9 Research Opportunities

Many staff expressed the view that their involvement in WIL programs did little to enhance their promotion prospects. Providing opportunities for further research of WIL programs and of the pedagogy of the workplace that supports a broad range of high quality learning, will encourage a higher level of participation by academic staff in WIL programs. Most importantly we need to identify the benefits of involvement in work place learning for students and for higher education curriculum. This will enable greater links with WIL and with university curriculum. Research is also needed into how best to integrate learning experiences in the university with learning experiences in the workplace. The Australian Collaborative Education Network (ACEN) has won a Carrick Grant to undertake a scoping study to examine, map and identify key issues in the current status of Work Integrated Learning (WIL) in contemporary Australian higher education. The scoping study will inform the development of a report that outlines a systematic approach to supporting and assuring academic rigour, quality assurance and ongoing improvement in the practice of WIL within Australian higher education institutions across the sector. Flinders is a partner in this project. Liaison with this group will enable the development of future research projects.


Recommendation 8: Encourage and provide appropriate resourcing for university staff engaged in WIL to undertake further research, review and evaluation of WIL.

4.10 Training and Development

While this audit has identified that Work Integrated Learning is integral to a considerable number of Flinders University courses and topics, much of the actual contact with industry agencies is by non academic staff who are not directly involved with course or topic development. Academic staff often articulate a reluctance to venture into industry worksites due to their workload and to a general lack of understanding of their role and a lack of confidence in their ability to engage with agency personnel. Some staff have suggested that professional development activities should be mandatory for all staff involved with WEI and WIL programs.

Recommendation 9: Investigate the professional knowledge and skills required by staff involved with WIL programs, assess the degree to which those staff require further development and training and develop an appropriate range of professional development activities.

4.11 Resourcing and marketing

A consistent issue raised through the audit is the level of resourcing for WEI and WIL programs. In Nursing and Midwifery and in the School Of Education, the majority of negotiations with venue personnel and placements for students are performed by part-time general staff. There is a strong sense across all faculties, schools and departments of a need to develop a consistent resourcing and budgeting framework that properly recognises the personal commitment of topic coordinators and placement officers, many of whom are working with high levels of stress attempting to place more students in an ever decreasing pool of suitable venues. At Flinders University and at other universities, there is clear evidence that WEI and WIL programs which are well resourced, well planned and are highly effective and flexible in meeting the needs and desires of all parties concerned, especially the needs of students, are identified as being the best models of practice. A higher level of resourcing of WEI and WIL programs at Flinders University is considered essential for the university to maintain a competitive edge with the UniSA, Adelaide University, Tabor Adelaide and other interstate universities.


Recommendation 10: Assist AOU/s, faculties and course providers to determine the adequate resourcing of WIL program

New Practicum Administrator software

After eighteen months of negotiation, the School of Education is now trialling software developed by the University of Wollongong for the administration of practicum placements. Enrolment data from Student One is supplied to the Practicum Administrator software to update records according to a pre-determined frequency and thus avoid the placing of students who have not enrolled. The software manages school information, manages the number of places offered by individual schools, allows placement staff to allocate places according to a random selection algorithm, generates broadcast emails to academic staff, students and school personnel, allows students to select preferences from a map showing all school districts in South Australia, generates ‘At Risk” reports from schools and will ultimately provide significant administrative timesaving and flexibility over the current paper-based placement system. The University of Wollongong is currently developing new versions of practicum administration software for their schools of nursing, medicine and Law and there is a chance they could have programs suitable for trail at Flinders early in 2008. The School of Nursing and Midwifery placement staff are especially keen to have their paper-based system replaced by a dedicated software program. Other schools and departments have indicated a very strong interest in the software, or in having similar software available, to assist with the administration of WIL placements. While the Practicum Administration software developed by the University of Wollongong appears to be especially suitable for the School of Education Teaching Experience programs and may be adaptable for other WIL programs, there may also be suitable software from other sources, such as a program developed during 2006 by the University of Tasmania, to provide administrative assistance for placement personnel working with Nursing & Midwifery, Pharmacy and Medicine. Ron Laird from the University of Ulster in Northern Ireland has also developed a software program for managing practicum placements and he is making the source code available to other universities for free. http://foss.ulster.ac.uk/projects/opus

Recommendation 11: Expand the use of Practicum Administration software to other faculties, schools and departments to assist with the management of WIL programs.


http://foss.ulster.ac.uk/projects/opus

5 PRACTICUM AUDIT SUMMARY

5.1 Selection of Responses by Coordinators of WIL programs to Questions asked in the survey

5.1.1 Do university staff go out to the agencies?

Most contact is done via telephone. Visits by academic staff as required but do not occur for all students. Academic staff are involved heavily in the planning and monitoring of placement and also in troubleshooting. Meetings with all students on placement weekly whilst on placement. All management issues are the responsibility of the academic coordinator. (Medicine)

Clinical Education Group consisting of core academic and clinical staff provide leadership planning and support to Clinical Education (Speech Pathology)

Placement staff from the Teaching Experience Centre contact each school via either phone fax or email to ascertain the availability of places. This exercise is especially time consuming and can cause a degree of frustration for the staff. School personnel are busy and often difficult to contact during teaching hours. Unfortunately the same personnel are often not available after hours. In many instances it can take 5, or 6, or even more phone calls or emails to establish a reply to our request. Students comment that they also experience a similar difficulty getting a reply to messages from some schools. Regular visits are made by academic or sessional staff to venues to discuss student progress. A University Liaison appointed for each school and for each student. (Teaching Practicum)

5.1.2 Purpose of the practicum/Placement?

Responses included: Legal requirement. Requirement of professional organisation for accreditation. Considered beneficial by both the professional organisation and the university based on research and anecdotal evidence obtained from past students. Provides opportunities for university students to become change agents. Provides opportunities for university students to experience employment and work culture. Provides opportunities for university students to find a mentor from within the work environment. Provides a link between theory and practice. Provides opportunities for university students to network and consider job opportunities. Provides opportunities for employers to consider students for future employment.

The second year Students of the Bachelor of Technology (Aquaculture)

are required to undertake an Industry Placement of at least 90 hours over a


single continuous period (2.5 weeks) between December of one year and February of the following year. This is done in order to experience as many day-to-day aspects of that aquaculture venture as possible. Placements should be undertaken at commercial aquaculture operations where these exist for a particular species. Each Student is expected to: gain first-hand experience of the primary issues and constraints in the aquaculture industry; demonstrate skills and knowledge in practical aspects of aquaculture operations to complement and contextualise the information they have received in lectures practicals and from their readings; develop relationships with practising aquaculturists who will be valuable contacts and/or referees for the Student; identify critical biological water quality technological and marketing issues that constrain or enhance production; demonstrate competency and safe working practice in the workplace. (Biological Science) Required for registration. The approved teacher education program must include a practical student teaching component undertaken at a school or pre-school. Practicum is a critically important part of teacher education courses and is consistently highly valued by student teachers. (Teaching Practicum)

Expose students to environmental management in the work place. The placement provides opportunities for students to synthesize undergraduate learning and develop planning scheduling reporting skills. (Social Sciences)

Placements provide valuable workforce training that is not possible from textbooks. Students are often offered employment from the placement. (Cultural Tourism)

Mandatory for completion of topic. Topic is a required part of a prescribed degree program accredited by the Australian Institute of Environmental health. accreditation requirements are partly dependent on minimum amount of practicum. Employment in SA as environmental health professional requires completion of an accredited degree in environmental health. (Medicine)

Mandatory part of the curriculum. To experience life as a lawyer and deal with real clients and real problems. (Law)

5.1.3 Resources available

A teaching Experience Handbook has been compiled for school personnel university students and academic staff. Information relevant to the teaching experience program is also available on the teaching practicum website. (Teaching Practicum)

A school experience workbook is provided to the students and schools. Workshops in the topic give students guidelines and other assistance. (School Experience)


Staff time is the main resource used for the practicum and FLO (WebCTTM) provided a forum and information for practicum students handbook seminar and mobile of topic coordinator in need. (Cultural Tourism)

Clinic Handbook, COMPASS Assessment booklet & Resource Manual, Clinical Education Coordinator Salary, Clinical Placement and Cost Recovery, Clinic Coordinator, Administrative support, Therapy materials for internal and external clinics, Clinic room usage. (Speech Pathology)

Resources that are provided to operate our field education program are: administrative/secretarial support (provided by a part-time admin assistant); class room access at Flinders for integration seminars which address the integration of theory with placement practice; printing of field education manuals and workbooks; budget for staff travel including access to Flinders car pool; office space for 4 field coordinators including computer telephone access; funding for professional development of field coordinators; budgeting for external supervisors required when no on-site professional supervisor is available; audiovisual recording equipment to skill training workshops; specific funding for field coordinator position to work with international students on placements in SA and overseas. (Social Work)

5.1.4 Web sites

Locating information relating to practicum or WIL programs on websites within the Flinders University website can be difficult as there is no general consistency of approach to website design across faculties and departments. A consistent design within general parameters would make it easier for students, staff and people in the wider community to access information about Flinders University WIL programs and provide opportunities for the individual schools to promote and market their industry and community involvement. Some examples of current websites are: http://nursing.flinders.edu.au/students/index.php?id=53 http://ehlt.flinders.edu.au/education/TeachingPracticum/ http://www.socsci.flinders.edu.au/psyc/courses/phdclin/ http://www.flinders.edu.au/teach/t4l/practicum/examples/bestpractice.php

5.1.5 Assessment

Students are required to read the University Policy and Procedures with regard to Student Assessment. Faculty undertakes to ensure that all Students are aware of and understand their obligation to report any physical or mental condition or previous unethical behaviour (such as a breach of intellectual property codes of conduct) that might diminish their fitness to practise. Students will be required to sign a self-declaration to this effect. All Student matters are treated with the strictest confidentiality. No disclosure of


http://nursing.flinders.edu.au/students/index.php?id=53

http://ehlt.flinders.edu.au/education/TeachingPracticum/

http://www.socsci.flinders.edu.au/psyc/courses/phdclin/

http://www.flinders.edu.au/teach/t4l/practicum/examples/bestpractice.php

information will be made outside that which is absolutely necessary for the administration of the Student’s progress in their course. The Industrial Placement Assessment of this topic is by two written reports: the first is a pre-Placement report on the status of the particular industry sector; the second is a post-Placement report on scientific and technological aspects of the Placement Provider’s operations. The second report must identify any possible changes that will lead to improvements such as husbandry practices and/or profitability. These reports are marked according to normal University policy. But due to the diverse nature of the placement activities this topic will be graded as Non-grade pass or fail. In order to pass the topic each student needs to submit the following forms or documents for evaluation: Industry supervisor evaluation for student, Student evaluation for placement provider(s), Pre-Placement report, Post-Placement report part 1, Post-Placement report part 2, (Biological Sciences)

Four page report covering aspects of Relationships/Professional qualities, Programming and Planning, Links between how students learn and teaching methodologies, Managing the Learning Environment, Curriculum Knowledge, Assessment and Reporting, compiled by supervising teacher with the assistance of the university liaison. (Education)

5.1.6 Issues and Risks

A number of International students have a lack of verbal language skills even though they have satisfied the universities entry requirements. The same students often demonstrate a lack of understanding of Australian medical terminology and of Australian medical and nursing culture. Both the Nurses Board and personnel at various agencies report that considerable extra time has to be spent ensuring the safety of patients, staff and students. (Nursing and Midwifery)

A student who had been placed in an independent school was asked by the PE teacher to take a year 9 student in her car to a sporting function as the year 9 student was required to umpire a sporting event. An allegation was made the next day that the university student had questioned the year 9 student's sexuality and lawyers were called. As the teaching experience coordinator, I and the nominated university liaison for the school and the (university) student, met with the deputy principal of the school and with the PE teacher. We were able to ascertain that the school had not followed agreed guidelines and thus established that the year 9 student should not have been alone with our (university) student in the first place. The matter was settled amicably and legal action was avoided. (Education)

There are still significant challenges in securing placement with local schools for international students. If the University is seeking to increase its international student population then it will need to consider the importance of an overall strategy for any practicum components of such programs. We are offering a mentor training program for local off-shore schools that offer placements and we may need to consider the same for on-shore schools. We


are seeking to establish accreditation for this training as well. (Special Education, Singapore Program)

There are some risks as some students go into remote regions. The practicum providers are required to brief all students on local health and safety issues/requirements. (Biological Sciences) Students are placed in schools according to requests for placement. School principals or coordinators allocate students to teachers. Some compatibility issues emerge over time and need to be resolved. Students report on occasions that they have been left with the whole class while the teacher was called away for some other purpose. While students often enjoy the chance to have the class on their own it can place them at risk. Instances have been recorded of university students being asked to transport school students to sporting events or excursions in their own vehicles. Again this places our student at risk and students have been advised to not place themselves in a situation where they may be compromised. (Teaching Practicum) There are a range of risks: students struggle with serious case loads; student fails on placement; students have difficulty dealing with the psychological trauma of particular cases; students don't know how to leave the problems of their clients at work; students trying to do too much for their clients. Field supervisors expecting too much of clinical students; field supervisors giving clinical students a lot of non clinical activities. (Clinical Psychology) The agency works in a relatively dangerous environment with issues relating to needle stick injuries body fluids infections road traffic violence and excessive stress. There are mechanisms in place to support and protect the working within the agencies which are accessible to students. Procedures implemented minimise risk. Manual handling training and infection control training provided to students to minimise risk. (Paramedic Studies)

5.1.7 Limitations, Challenges and Problems

Mainly staffing to ensure the program remains well respected by industry and students who gain so much from it. I really believe all placements should be visited but I have neither the time nor budget to do so. (Cultural Tourism) Cancellations with limited notice. Obtaining sufficient placements. Limited time of program coordinator to visit outside clinics. Extensive time spent in follow up of unanswered placement requests. (Medicine) Not enough resources to run debrief sessions. Not enough resources to visit students on placement. Not enough resources to follow up supervisors on after placements. (Law) Specific problems emerge from the requirement for the university to place students but no requirement for the agencies/schools to accept students. We seem to be always "begging" schools to make more places available for students. Special Education degree students and LOTE students sometimes fell


"left out" in the general generic nature of lectures for practicum. Preparation for teaching topics offered in previous years under the "old" degree structure are no longer offered with the "new" combined degree and students have indicated frustration at being under prepared for the practicum. (Education)

5.1.8 Liaison with other universities

UPAC (University Placement Allocation Committee) is a crucial part of our functioning and has been operating for about seven years. Most of the work done with the clinical community (e.g. Supervisor Workshops) is done in cooperation with the other two universities in Adelaide. UPAC has been of tremendous assistance and cooperation with the other two universities has been excellent. (Clinical Psychology)

When students require placements outside of South Australia liaison with other universities takes place. For example some students wish to do placements interstate or must do so if they relocate before completing their degree. We also have a few students who do placements overseas. In these cases field coordinators liaise with other universities for assistance in identifying organising and monitoring placements. Our School also assists some interstate universities who have social work students doing placements in SA. We also liaise considerably with the home universities of students who come from overseas to do a placement in SA. This involves universities in the US Canada Sweden Norway Germany. (Social Work) In 2007 we have 15 students from the various agencies in the Asia-pacific region undertaking a 4 week clinical placement in an institution different from their own. We liaise with the National cancer centre in Singapore and the Asia Pacific Hospice network. (Palliative Care) An agreement is in place with other Adelaide universities and with Tabor Adelaide to avoid all universities phoning the same schools. This practicum partnership is especially effective in maintaining close cooperative links between the Adelaide tertiary institutions. (Teaching Practicum)

5.1.9 Other Comments

International students finding a case study student independently. Visiting 35 students in 6 weeks given the range of schools they are working in - distance wise. It is expensive for me as I am not reimbursed for petrol and given my other commitments it can be a logistical nightmare. (Special Education – Singapore program) Students in the program are expected to locate a school in an area that is close to where they live or convenient to them approach the school and offer their services regarding implementing the case study. This has some problems for our international students who have English as a second language and not much teaching experience. (Special Education) Some students become especially anxious about meeting the requirements for the DECS Rating system. The Department of Education and Children’s


Services (DECS) rating system is changing in 2007 but not to an extent that student concerns will be allayed. The teaching experience program for Bachelor of Education students at Flinders enables all students to meet the necessary requirements for teacher registration with the South Australian Teachers Registration Board. Individual employers including the independent schools, Catholic schools and DECS have their own individual employment requirements including the DECS rating system. While every effort is made to ensure student teachers are placed in schools so that they can gain appropriate DECS ratings, the scarcity of places available causes restrictions. Discussions with DECS recruitment personnel have resulted in more flexibility of placements. (Teaching Practicum)

In our program, the practicums are conceptualised very much as education

experiences as compared to work experiences. Agency-based staff are called field educators with their role seen as centering around an interactive educational process with the student. Assessment of students is constructed around clear educational goals and standards with a strong emphasis on reflective learning. Field educators provided with twice-yearly opportunities to attend educational sessions about field education and supervision. These sessions presented by our field coordinators focus on the teaching and learning process and ways of contributing effectively to student learning about practice. (Social Work)

Limited English as a Second Language (ESL) practicum places available in

metropolitan Adelaide especially when competing with B.Ed. student placements. (Singapore/Hong Kong Immersion Program - Flinders Corporate)

The Project Coordinator from Flinders Consulting reported that placing the students from Hong Kong was especially difficult. He had not been made aware that some 900 or so places in South Australian schools were already filled by Flinders University School of Education students and a further 4,000 or so places in South Australian schools were filled by UniSA, Adelaide University and Tabor Adelaide students. When he contacted schools to request a placement for a Hong Kong student, the Project Coordinator was usually told that the school already had students and could not accommodate his request. He reported the exercise had caused considerably more stress and tension that originally anticipated.

It was discovered during the course of this practicum audit that students enrolled in the practicum program for the Bachelor of Special Education program in Singapore were enrolled in the same topic as students enrolled in the program offered on the Flinders campus, even though the two programs are significantly different. A recommendation has already been made to the coordinator of the Bachelor of Special Education program in Singapore to create a new topic code for the practicum program offered to students in Singapore to avoid possible confusion.

The program is generally very highly regarded by the students - they

value it and appreciate the relevance of the experience and assignment work. (Physical Education)


Despite some shortcomings, student feedback consistently suggests that students love the practicum and find it one of the best parts of their studies. As time goes on and I remain in this job, my dream is to have former students in the position of the supervisor. They will then be better at giving feedback to students (hopefully!) (Law) The University’s practicum website includes good practice principles; workshops are offered to those with responsibility for placement coordination; a manual for staff involved in placements has been developed and a WebCTTM (now Flinders Online) program to prepare students to go on work placements has been prepared by the Staff Development and Training Unit.


6 CONCLUSION

The 1999 audit identified that the coordination of practicum or Work-based Learning programs attracted very few advantages for the incumbent, was considered to be very demanding in time and contributed little to individual career advancement. In the ten years since there has been a significant shift towards the acknowledgment of the value of WEI and WIL programs and the importance of incorporating WIL into courses and programs of study. In particular, an especially successful University-wide, generic online Practicum Preparation Program, supported via the web, was developed. The Working to Learn: Practicum Preparation Online program developed by the Staff Development & Training Unit at Flinders University with funding support from the Commonwealth Government under the Higher Education Innovation Program (HEIP), is outstanding in its presentation of essential practicum preparation material for students. The license for Working to Learn: Practicum Preparation Online has since been sold to a number of other South Australian and Australian universities, including, the University of South Australia and the Royal Melbourne Institute of Technology. This Practicum Audit has identified the need for further research, review and evaluation of the extent that WEI and WIL is incorporated into courses and programs of study at Flinders University. While much of the data collected was essentially anecdotal, improved methods of collection could be developed to maintain a databank of information and to assist with the further development of innovative pedagogic and scholastic programs that integrate learning and work. Furthermore, the Work Integrated Learning (Practicum) component of the Staff Development & Training Unit’s website needs to be updated and maintained as a first contact point for industry placement providers and for Flinders personnel to access information regarding WIL programs at Flinders University. It is crucial for the future success of the development of work integrated learning at Flinders University that a policy and practice officer position at Flinders University be appointed. This position could be 0.4 or 0.5 time and needs to be on-going to ensure implementation and development of the recommendations of this report.

Recommendation 12: Appoint a policy and practice officer (HEO8) to work with all faculties to coordinate and manage WIL at Flinders University.


7 PRACTICUM AUDIT 2007 RECOMMENDATIONS: SUMMARY

Recommendation 1: The terminology used at Flinders University used to describe student placement programs should be changed from Work-based learning to Work Integrated Learning. Recommendation 2: Academic Organisation Units (AOU) to examine and pursue innovative means for encouraging higher levels of participation and engagement by industry partners in WIL programs. Recommendation 3: AOU/s, Heads of Schools and course Topic Coordinators to promote and market Flinders University WIL programs to business and the wider community to secure more places for students. Recommendation 4: Undertake further research to identify current practice by AOU/s and schools for allocating workload for staff involved with courses providing WIL and develop advice regarding a possible framework for policy and planning. Recommendation 5: Provide advice for the development of a university wide Work Integrated Learning Policy with clear recommendations for implementation. Recommendation 6: Schools and course coordinators examine ways and means for encouraging and assisting students to undertake WIL in country, rural and remote placements. Recommendation 7: Develop consistent Position Descriptions and classifications for general staff who manage or administer WIL practicum placements Recommendation 8: Encourage and provide appropriate resourcing for university staff engaged in WIL to undertake further research, review and evaluation of WIL. Recommendation 9: Investigate the professional knowledge and skills required by staff involved with WIL programs, assess the degree to which those staff require further development and training and develop an appropriate range of professional development activities. Recommendation 10: Assist AOU/s, faculties and course providers to determine the adequate resourcing of WIL program Recommendation 11: Expand the use of Practicum Administration software to other faculties, schools and departments to assist with the management of WIL programs. Recommendation 12: Appoint a policy and practice officer (HEO8) to work with all faculties to coordinate and manage WIL at Flinders University.


8 REFERENCES

The Higher Education Practice Teaching Supervision Award 1990: http://www.airc.gov.au/looseleaf/looseleaf_awards/aw765754/aw765754.pdf The Teachers (DECS) Award: http://www.industrialcourt.sa.gov.au/index.cfm?objectid=7BA100E1-E7F2-2F96-38FD336502212613 The Work Integrated Learning policy starts page 31 of the following: http://www.dest.gov.au/NR/rdonlyres/95FCFC22-138C-4EFE-8DB6-C5018E1B185D/10099/AIP.pdf Top of the Class: Full report URL http://www.aph.gov.au/house/committee/evt/teachereduc/report.htm

Australian Universities Quality Agency. Report of an Audit of The Flinders University of South Australia: http://www.auqa.edu.au/qualityaudit/sai_reports/index.shtml

8.1 Specific Practicum Information websites

School of Medicine: Community/Public Health Placements Educator Briefing Package http://som.flinders.edu.au/FUSA/NUTD/EducatorBriefingPackage/ School of Education: Teaching Experience Program http://ehlt.flinders.edu.au/education/TeachingPracticum/ School of Social Administration and Social Work: Field Education Program http://www.socsci.flinders.edu.au/soad/fieldeducation/index.php School of Nursing & Midwifery: Clinical Placements http://nursing.flinders.edu.au/students/index.php?id=53 School of Law: Practical Legal Training Program http://ehlt.flinders.edu.au/law/PLT/ School of Humanities – Cultural Tourism: Industry Placement http://ehlt.flinders.edu.au/culturaltourism/industry/ School of Humanities – Screen Studies: Industry Placement http://ehlt.flinders.edu.au/screen/placements/


http://www.airc.gov.au/looseleaf/looseleaf_awards/aw765754/aw765754.pdf

http://www.industrialcourt.sa.gov.au/index.cfm?objectid=7BA100E1-E7F2-2F96-38FD336502212613

http://www.industrialcourt.sa.gov.au/index.cfm?objectid=7BA100E1-E7F2-2F96-38FD336502212613

http://www.dest.gov.au/NR/rdonlyres/95FCFC22-138C-4EFE-8DB6-C5018E1B185D/10099/AIP.pdf

http://www.dest.gov.au/NR/rdonlyres/95FCFC22-138C-4EFE-8DB6-C5018E1B185D/10099/AIP.pdf

http://www.aph.gov.au/house/committee/evt/teachereduc/report.htm

http://som.flinders.edu.au/FUSA/NUTD/EducatorBriefingPackage/

http://ehlt.flinders.edu.au/education/TeachingPracticum/

http://www.socsci.flinders.edu.au/soad/fieldeducation/index.php

http://nursing.flinders.edu.au/students/index.php?id=53

http://ehlt.flinders.edu.au/law/PLT/

http://ehlt.flinders.edu.au/culturaltourism/industry/

http://ehlt.flinders.edu.au/screen/placements/

9 APPENDICES

9.1 Appendix A

Email letter sent to all topic coordinators and Heads of schools and departments. Subject: Deputy Vice-Chancellor (Academic)_Practicum Audit

Dear < >

RE: Practicum Audit, 2007

Heads of Schools, topic coordinators and/or administrators of all field experience, industry placement, clinical placement and practicum programs are asked to supply and update data relating to all field experience, industry placement, clinical placement and practicum programs currently being undertaken in any manner by Flinders University students.

It is an objective of Flinders "to expand professional placement in city, rural and regional areas within Australia and Internationally". Quality assurance processes for practicum differ across faculties, with some having a practicum or field office (such as EHLT) and others relying on academic and clinical staff arrangements (such as HS). The Australian Universities' Quality Agency (AUQA) report of the Audit of Flinders University recommends that Flinders strengthen systems to monitor and evaluate student practicums and placements and ensure consistent implementation of processes to manage these activities across the University.

John Harris has been appointed Manager: Practicum Audit to review all practicum programs currently being offered or undertaken in any form by Flinders University students.

Note: The word practicum refers to any field placement, field experience, industry placement, clinical placement or practicum program conducted as part of, or in association with, a Flinders University course or topic.

To access the Practicum Audit survey, please log on to https://ehlt.flinders.edu.au/login/practicum_audit/

Once initial data is entered, the survey can be saved for completion at a later date. Please arrange for as much data as possible to be submitted on or before the end of February, 2007. Thank you. Joan Deputy Vice-Chancellor (Academic) John’s contact details for information relating to the practicum audit are: -- John Harris Manager: Practicum Audit Staff Development & Training Unit Information Science & Technology Building Phone: 08 8201 2564 Fax: 08 8201 5169 Email: [email protected]


https://ehlt.flinders.edu.au/login/practicum_audit/

10

APPENDIX B: STUDENT EVALUATION OF WORK-INTEGRATED LEARNING EXPERIENCE: FIRST TEACHING PRACTICUM TP1

USING BLUE OR BLACK PEN, PLACE A CLEAR ‘X’ INSIDE THE BOX. IF YOU MAKE A MISTAKE, FILL THE ENTIRE BOX AND MARK THE CORRECT BOX.

Strongly agree Undecided Strongly disagree

N/A

7 6 5 4 3 2 1

1. My role and responsibilities in the workplace have been clearly articulated and explained to me

2. These role and responsibilities are reasonable

3. I received appropriate workplace orientation at the start of the

practicum

4. I feel I have been integrated as part of the work team

5. The supervisory staff in the workplace were clearly aware of

the university’s requirements for the placement

6. I have been able to actively participate in daily work

7. The practicum has been valuable for my understanding of the

topic

8. The learning experience(s) was well organised

9. I have developed useful professional skills

10. I felt that I was in a safe learning environment

11. My level of workload was appropriate

12. The support that I received from my University supervisor

during the teaching experience was helpful

13. My workplace supervisor/s have been approachable and

available

14. Overall, I was satisfied with the practicum experience


15. Do you feel you have developed each of the following attributes during your work-integrated

learning placement? Strongly

agree Undecided Strongly

disagree N/A

7 6 5 4 3 2 1

a) Interpersonal communication skills

b) Self confidence

c) Independent judgement

d) Skills to apply theoretical knowledge

e) Professional rigour

f) A desire to continue in this field

10.1.1 Open ended 1. Location of Work-Integrated Learning (Practicum) placement

.

2. Duration of the Work-Integrated Learning (Practicum) experience (total number of

hours) .

3. What were the best aspects of your Work-Integrated Learning (Practicum) experience,

and why?

4. In what ways could your experience of Work-Integrated Learning (Practicum) have been improved?

5. Please comment on the supervision that you received in your Work Integrated Learning (Practicum) experience (this can include both academic and placement supervision):

Please return to the Teaching Experience Centre in an envelope marked “TP1 Confidential SET


APPENDIX C

FLINDERS UNIVERSITY: Policy on Student Placement (Fitness to undertake placements) POLICY: Placement providers may establish, in consultation with the University, requirements for students to demonstrate fitness to undertake placements. These requirements may include health or other checks or a self declaration as to their fitness to undertake the placement. Any such checks or declarations must be accepted by the University as reasonable and then must be:

• applicable to all students involved in such placements; and • related to the requirements of the duties or functions to be carried out in the

placement; and • consistent with University policy and Commonwealth and State Government

legislation relating to equal opportunity and discrimination.

A student who cannot demonstrate fitness to undertake the placement or who refuses to undertake a required check or make a self declaration may be refused placement. Where there is a pre-existing medical or other condition such that the ability to practice may be impaired, the student will discuss the issues with the topic coordinator so that where possible reasonable accommodations, an access plan or a modified placement that will meet the learning outcomes of the topic can be arranged. The student may wish to discuss the issues with the Disability Liaison Officer in the first instance.

For more information, refer: Flinders University. Policies & Procedures http://www.flinders.edu.au/ppmanual/student/assessment5.htm

Declaration:

Please tick

□ I have read and understood the Policy on Student Placement.

□ I have completed the pre-placement requirements of my topic and completed and attached any other required fitness for placement forms.

Please sign

Signature: …………………………… Date: …………………………

YOUR NAME: (Please print) ……………………………………………………………………………………

TOPIC: ……………………………………………………………………………………



APPENDIX H: Practicum Audit Questionnaire

11 PRACTICUM AUDIT Top of Form

Please do not use commas in your answers as they will affect the data when it is copied to a spreadsheet

Name: email address:

School

Department -----Faculty

Subject area

Number of units Topic number

Title -----HECS liable

Topic coordinator Name: (if same write "as above")

Email:

Phone:

Practicum manager Name: (if same write "as above")

Email:

Phone

Number if staff involved in 2006 Academic

Academic status:

General:

Sessional:

Hours Length Days Weeks

Day(s) Week(s) Semester(s)Over a period of

Number of students involved Undergraduate 1st year

in2006 2nd year

3rd year


http://www.flinders.edu.au/

https://ehlt.flinders.edu.au/

http://www.flinders.edu.au/search/

4th year

Graduate Entry 1st year

2nd year

Honours

Masters 1st year

2nd year

3rd year

4th year

Metropolitan Location of Agencies (worksites/Practicum Placement/Industry Work Experience)

Rural

Interstate

Overseas

Number of Agencies involved Clinics

Hospitals

Hotels

Industries

Legal Offices

Pre-Schools

Schools/Colleges

Other

Do Flinders Staff visit the Agency/Placement worksite?Academic Staff

-----

Number of visits per student

Do you employ sessional staff to visit external agencies -----

Do the Agency/worksite/placement supervisors receive payment per student?

Please detail -----

Do the university students receive payment for the placement?

Please detail -----

Do the university students receive any financial assistance with travel or accommodation for the placement?

Please detail -----

What is the Role of the Agency Staff?


11.1.1 Management (Complete below as appropriate)

To what extent do university staff go out to agencies to:Establish placements? Supervise students? Troubleshoot? Deal with general management issues?

11.1.2 Purpose

What is the specific purpose of the practicum? E.g. mandatory for employment?

If the practicum is not mandatory for employment, are students required to complete the practicum? If so, why?

11.1.3 Resources

Please list any specific resources for the practicum program.

Website URL

11.1.4 Assessment

What is the assessment process for the practicum?

11.1.5 Issues and Risks

Please identify any specific issues and risks associated with the practicum


11.1.6 Training and other issues

Are there any other issues you want to record in relation to the field placement program for which you are responsible?

11.1.7 Case Studies

Please record any specific case studies that may be of interest to other practicum administrators

11.1.8 Limitations, Challenges and Problems

Please list any limitations, challenges and problems associated with the practicum program.

11.1.9 Liaison with other Universities

Do you liaise directly with other universities to assist with the management of the practicum program?

11.1.10 Other

Any other comments?

Submit

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APPENDIX D

2006/2007 Flinders University Practicum Audit

TOPIC CODE SCHOOL FACULTY SUBJECT AREA TITLE TOPIC COORDINATOR EMAIL

AQUA2131 Biological Sciences

Science and

Engineering Aquaculture Aquaculture Practicum Jian Qin [email protected]

AUDI9106 Medicine Health Sciences Audiology Clinical Audiology 1 Karen Sparrow [email protected]

AUDI9116 Medicine Health Sciences Audiology Clinical Audiology 2 Karen Sparrow [email protected]

AUDI9202 Medicine Health Sciences Audiology Clinical Audiology 3 Linnett Sanchez [email protected]

AUDI9212 Medicine Health Sciences Audiology Clinical Audiology 4 Linnett Sanchez [email protected]

BIOD3002 Biological Sciences

Science and

Engineering

Biodiversity &

Conservation

Biodiversity & Conservation

Practicum Prof Mike Bull [email protected]

BTEC2650 Biology

Science and

Engineering Biotechnology Biotechnology Practicum Dr Ian Menz [email protected]

CUTU1006 Humanities EHLT Cultural Tourism Event design & Practice I Steve Brown [email protected]

CUTU2005 Humanities EHLT Cultural Tourism Cultural Tourism Practicum 1 Chris Fanning [email protected]

CUTU3005 Humanities EHLT Cultural Tourism Cultural Tourism Practicum 2 Chris Fanning [email protected]

CUTU7005 Humanities EHLT Cultural Tourism Cultural Tourism Fieldwork Chris Fanning [email protected]

DSRS 4036 Practicum Specialisation 1 John Grantley

DSRS 4037 Practicum Specialisation 2 John Grantley

DSRS 9034

Advanced Practicum in Disability

Studies Ass. Prof. Verity Bottroff

DSRS 9083 Professional Practicum Ass. Prof. Verity Bottroff

DSRS2214

Practicum A – Disability

&Community Rehabilitation Dr Caroline Ellison

DSRS2215

Practicum B – Disability

&Community Rehabilitation Dr Michelle Bellon

DSRS3211 Medicine Health Sciences

Disability &

Rehabilitation

Practicum C - Disability &

Community Rehabilitation John Grantley [email protected]

ECOT2001 Biological Sciences

Science and

Engineering Ecotourism Ecotourism Practicum Dr Jeremy Robertson [email protected]

ECOT3001 Biological Sciences

Science and

Engineering Ecotourism Ecotourism Practicum Dr Jeremy Robertson [email protected]

EDCT3767 Education EHLT Teaching Practicum Teaching Practicum 2A (R-7) John Harris [email protected]

EDCT3868 Education EHLT Teaching Practicum Teaching Practicum 2B (6-10) John Harris [email protected]

EDCT4070 Education EHLT Teaching Practicum Teaching Practicum 2D (SecSc) John Harris [email protected]

EDCT4410 Education EHLT Teaching Practicum Open Option 3 John Harris [email protected]

EDCT4777 Education EHLT Teaching Practicum Teaching Practicum 3A (R-7) John Harris [email protected]

EDCT4878 Education EHLT Teaching Practicum Teaching Practicum 3B John Harris [email protected]

EDCT4979 Education EHLT Teaching Practicum Teaching Practicum 3C John Harris [email protected]

EDSP4001 Education EHLT Special Education Introduction to Special Education Julie McMillan [email protected]

EDSP4002 Education EHLT Special Education

Learning assessment and

educational planning Anna Noble [email protected]


EDSP9026 education EHLT Special Education

Programming for students with

special needs Anna Noble [email protected]

EDUC 2301 Education EHLT

Literacy and

Numeracy

Primary Literacy and Numeracy in

Inclusive Classrooms Julie Clark [email protected]

EDUC 2302 Education EHLT

literacy and

numeracy

Teaching literacy and numeracy in

the Middle School Lyn Wilkinson [email protected]

EDUC2402 Education EHLT psychology

Development learning & Inclusive

teaching Phillip Slee [email protected]

EDUC2403 Education EHLT psychology


teaching Phillip Slee [email protected]

EDUC3666 Education EHLT Teaching Practicum Teaching Practicum 1A (R-7) John Harris [email protected]

EDUC3666S Education EHLT Special Education Practicum 1A (Singapore stream) Kerry Bissaker [email protected]

EDUC3667 Education EHLT Teaching Practicum Teaching Practicum 1B (6-10) John Harris [email protected]

EDUC3668 Education EHLT Teaching Practicum Teaching Practicum 1C (8-12) John Harris [email protected]

EDUC4777 Education EHLT Teaching Practicum Teaching Practicum 2A (R-7) John Harris [email protected]

EDUC4778 Education EHLT Teaching Practicum Teaching Practicum 2B (6-10) John Harris [email protected]

EDUC4779 Education EHLT Teaching Practicum Teaching Practicum 2C (8-12) John Harris [email protected]

EDUC4800 Education EHLT Teaching Practicum Teaching Practicum Elective John Harris [email protected]

EDUC4800A Education EHLT Teaching Practicum

Teaching Practicum Elective

(Anangu Pitjantjatjara

Yankunytjatjara Lands) John Harris [email protected]

ENGR3521 Informatics and Engineering

Science and

Engineering Engineering Cooperative Work Experience Jimmy Li [email protected]

ENVH2011A Medicine Health Sciences Environmental Health

Integrated Environmental Health

Practice A John Edwards [email protected]

ENVH2011B Medicine Health Sciences Environmental Health


Practice B John Edwards [email protected]

ENVS7005 Geography Social Sciences

Environmental

Management Industry Placement David Bass [email protected]

GEOG2011 Geography Social Sciences Industry Placement (BAGIS) Mark Lethbridge [email protected]

HLPE 2504 Education EHLT

Physical Education

Studies

Movement Bases in Physical

Education Kate Ridley [email protected]

HLPE2510 Education EHLT

Physical Education

Studies Outdoor Education Russell Brown [email protected]

HLPE2524 Education EHLT

Physical Education

Studies

Historical & Cultural Constructions

of Physical Activity Russell Brown [email protected]

HLTH1201 Paramedic Practice 1



HLTH2201

Pathophysiology of the

Nervous System

HLTH2202 Pathophysiology of the CVS


HLTH2203

Pathophysiology of the

Respiratory system

HLTH3003 Medicine Health Sciences

Health work

placemennt Health Work Placement Carol Grbich [email protected]

HLTH3202 SOM Health Sciences Paramedic Studies Pathophysiology of Body Systems Tim Pointon [email protected]

HLTH3204 Applied PharmacologyHLTH3206 Applied Paramedic PracticeHLTH8206 Remote Allied Health in Practice

JUSS 3001 Humanities Health Sciences

Bachelor of Justice

and Society

Workplace practicum in Justice

and Society Mary McKenna [email protected]

LLAW4045 Community Legal Practice Rachel Spencer

LLAW5901 Law EHLT

Practical Legal

Training

Legal Practice Management

[Placement] Rachel Spencer [email protected]

MHSC8003a Medicine Health Sciences Mental Health Clinical Case Management Angus Forbes [email protected]

MHSC8003b Medicine Health Sciences Mental Health Clinical Case Management Angus Forbes [email protected]

MHSC8007a Medicine Health Sciences Mental Health Clinical Case Management Angus Forbes [email protected]

MHSC8007b Medicine Health Sciences Mental Health Clinical Case Management Angus Forbes [email protected]

MIDW1002 Nursing & Midwifery Health Sciences Nursing & Midwifery Managing midwifery practice Heather James [email protected]

MIDW2004 Nursing & Midwifery Health Sciences

Nursing and

Midwifery Complexities of Midwifrey Practice Jen Byrne [email protected]

MIDW3005 Nursing & Midwifery Health Sciences Nursing & Midwifery Managing midwifery practice 2 Heather James [email protected]

MMED8110AB Medicine Health Sciences Medicine Surgery Doctor and Patient 1A&B Anna Vnuk [email protected]

MMED8310AB Medicine Health Sciences Medicine Surgery Doctor & Patient 3A&B Dr Julie Ash [email protected]

MMED8401AB Medicine Health Sciences Medicine Surgery Clinical Performance A/B

Dr Arduino Mangoni/Dr

Michael Shanahan

[email protected]/mi

[email protected]

MMED8460 Medicine Health Sciences Medicine Surgery Elective 1&2 Dr Michael Shanahan [email protected]

NURS 3615 Nursing & Midwifery Health Sciences

Nursing and

Midwifery

Response and challenge to body

integrity 2 Karen Wotton [email protected]

NURS1101 Clinical Experience Anita De Bellis

NURS1105 Nursing & Midwifery Health Sciences

Nursing and

Midwifery Nursing Practice 2 Ailsa n'ha Winifreyda [email protected]

NURS2407 Nursing & Midwifery Health Sciences Nursing Nursing Practice 3 Ailsa N'Ha Winifreyda [email protected]

NURS2408 Nursing & Midwifery Health Sciences Nursing Nursing Practice 4 Alison Hutton [email protected]

NURS2803 Nursing & Midwifery Health Sciences Nursing Intor to Nursing Practice K Edgecombe

NURS3400 Nursing & Midwifery Health Sciences Nursing Nursing Practice 5 Didy Button [email protected]

Nurs3435 Nursing & Midwifrey Health Sciences

Nursing and

Midwifery Nursing Practice 5 Didy Button [email protected]

NURS3436 Nursing & Midwifrey Health Sciences

Nursing and

Midwifery Nursing Praxis Moira Kelton [email protected]


Nursing and

Midwifery Mental Health Nursing 1 Bill Costain [email protected]



Nursing and

Midwifery Mental Health Nursing 2 Jan Thompson [email protected]


Nursing and

Midwifery Community Clinical 1 Jenny Donovan [email protected]


Nursing and

Midwifery Community Clinical 2 Jenny Donovan [email protected]


Nursing and

Midwifery Critical Care 2 Di Chamberlain [email protected]


Nursing and

Midwifery Diabetes Practicum Meri King [email protected]

NUTD 7002

Professional Practice in Nutrition

and Dietetics

NUTD4004AB Medicine Health Sciences

Nutrition and

Dietetics


and Dietetics Kaye Mehta [email protected]

NUTD9211AB Medicine Health Sciences

Nutrition and

Dietetics Nutrition Care Practice 1 Kaye Mehta [email protected]

PALL8405 Medicine Health Sciences Palliative Care Practicum Katrina Breaden [email protected]

POLI3046 Political and Int Studies Social Sciences Politics Parliamentary Internship Haydon Manning [email protected]

PSYC3045 Psychology Social Sciences Psychology Work Experience A and B Robyn Young [email protected]

PSYC9041 Psychology Social Sciences Clinical Psychology

Practicum A (there is also

Practicum B and C) Robert Lynd-Stevenson [email protected]

REHB8010 Medicine Health Sciences Rehabilitation Clinical Rehabilitation practice Julie Harding [email protected]

SCRN3075 humanities EHLT screen industries Practicum in Screen Studies Karen Vered [email protected]

SCRN7075

Practicum in Screen Studies and

Screen Industries Karen Vered

SOAD3100B

Social Administration &

Social Work Social Sciences Social work Field Education 1: part 2 Michael Bull [email protected]

SOAD4200


Social Work Social Sciences Social work Field Education 2B Michael Bull [email protected]

SOAD7005


Social Work Social Sciences Social work Field Education (Hons) Michael Bull [email protected]

SOAD9044


Social Work Social Sciences Social work Field Education 2M Michael Bull [email protected]

SOAD9056B


Social Work Social Sciences Social work Field Education 1M: part 2 Michael Bull [email protected]

SPTH1401 Medicine Health Sciences Speech Pathology Issues in Professional Practice 1 Assoc Prof Alison Russell No longer at Flinders

SPTH3302 Medicine Health Sciences Speech Pathology Speech Pathology Practicum 1 Stacie Attrill [email protected]




SPTH9111 Medicine Health Sciences Speech Pathology

Speech Pathology Skills and

Practice 1 Alison Russell No longer topic coordinator



Practice 2 Christine Brebner [email protected]




Practice 3 Chris Brebner [email protected]

THEO3509 (generic) Practicums

TOUR8108 Humanities EHLT Cultural Tourism Cultural Tourism Practicum Chris Fanning [email protected]

WEI (INSPIRE)

Careers & Employer Liaison

Centre

Inspire Mentor

Program INSPIRE Peer Mentoring Catherine Koerner [email protected]

WEI (WorkReady)

Careers & Employer Liaison

Centre WorkReady WorkReady Julia Stott [email protected]

WEI (Hong Kong) Flinders Consulting Pty Ltd Commercial Hong Kong Immersion Program Rosalind Murray-Harvey

rosalind.murray-

[email protected]

APPENDIX E Enrolments 2006

2006 FLINDERS UNIVERSITY Practicum Audit

TOPIC CODE Description Hours Days wks 1st Yr

2nd

Yr

3rd

Yr 4th Yr

1st Yr

GE

2nd Yr

GE

3rd Yr

GE

4th Yr

GE Hon

1st Yr

Mast

2nd Yr

Mast

3rd Yr

Mast

4th Yr

Mast

AQUA2131 3- week field placement per semester 3 19

AUDI9106

one half day clinical session per week with

audiologists in the Adelaide metropolitan area 39 13

AUDI9116

half day clinical sessions with audiologists in the

Adelaide metropolitan area. 42 13

AUDI9202 5- week clinical placement per semester 5 11

AUDI9212 5- week clinical placement per semester 5 11

BIOD3002 3- week industry placement per semester 3 10

BTEC2650

3 weeks at 20 hours or equivalent, working in the

biotechnology industry 60 10

CUTU1006 2- day field trip per semester 2 40

CUTU2005

Students will spend 160 hours in vacation periods with

an Industry Provider 160 30

CUTU3005

Students will spend 160 hours in vacation periods with

an Industry Provider 160 21

CUTU7005 200 hours over a semester. (2005) 200

DSRS4036 200- hour field placement per semester (2007) 200

DSRS4037 200- hour field placement per semester (2007) 200

DSRS9034 students carry out a wide range of assessments 3

DSRS2214 14 6- hour field placements per semester (2007) 84

DSRS2215 14 6- hour field placements per semester (2007) 84

DSRS3211 8- week field placement once-only (2007) 8

ECOT2001 4- week field placement per semester (2007) 4

ECOT3001 6- week field placement per semester 6 3

EDCT3767 6- week field placement per semester 6 12



EDCT4410 20- day field placement per semester 20 29




EDSP4001 2 1- day field placements per semester 2

EDUC2301 10- day field placement per semester 10 223 50

EDUC2302 10- day field placement per semester 10 221



EDUC3666 4- week field placement per semester 4 126

EDUC3666S 2 3 day placements 6 13



EDUC4777 40- day field placement per semester (2007) 10 6



2nd

Yr

3rd

Yr 4th Yr

1st Yr

GE

2nd Yr

GE

3rd Yr

GE

4th Yr

GE Hon

1st Yr

Mast

2nd Yr

Mast

3rd Yr

Mast

4th Yr

Mast



EDUC4800A APY Lands 120 18

ENGR3521 20- week field placement per semester 20 22 13

ENVH2011A 5 0 19 0 0 0 0 0 0 0 0 0

ENVH2011B 10 0 18 0 0 0 0 0 0 0 0 0

ENVS7005 Industry placement 160 5 3 5

GEOG2011 120- hour industry placement per semester 120 8

HLPE2504 2- hour practical weekly 8 69

HLPE2510 School placement 30

HLPE2524 School placement 55

HLTH1201 5 1- day clinical placements per semester 5 58





HLTH3003 140- hour clinical placement per semester 140 25



HLTH3206 200- hour clinical placement per semester 200 34

HLTH8206 1 2- week clinical placement per semester (2007)

JUSS 3001 120- hour field placement per semester (2007)

LLAW4045 5 7- hour clinical placements per semester 35 4 8

LLAW5901 6 week placement in a legal office 6 122

MHSC8003a 200- hour clinical placement per semester 200 11

MHSC8003b 200- hour clinical placement per semester 200 3

MHSC8007a 200- hour clinical placement per semester 200 2

MHSC8007b 200- hour clinical placement per semester 200 1

MIDW1002 6 1- day clinical placements per semester (2007) 6

MIDW2004 2 1- day clinical placements weekly 28 24

MIDW3005 1 3- day clinical placement weekly 42 9

MMED8110AB 1 clinical placement weekly 14 110

MMED8310AB clinical skills applied within clinical settings 40 109

MMED8401AB Clinical performance 30 91

MMED8460 full-time basis for six weeks 6 96

NURS 3615 1 2- day clinical placement weekly 28 266

NURS1101 6- day clinical placement per semester (2007) 6

NURS1105 6- day clinical placement per semester (2007) 6

NURS2407 2 1- day clinical placements weekly 28 310

NURS2408 2 1- day clinical placements weekly 28 350 0 0

NURS2803 2- day clinical placement weekly 28 73

NURS3400 40 1- day clinical placements per semester 40 290

Nurs3435 2- day clinical placement weekly 28 53




2nd

Yr

3rd

Yr 4th Yr

1st Yr

GE

2nd Yr

GE

3rd Yr

GE

4th Yr

GE Hon

1st Yr

Mast

2nd Yr

Mast

3rd Yr

Mast

4th Yr

Mast


NURS8121 20- day clinical placement per semester 20 30

NURS8122 20- day clinical placement per semester 20 26


NURS8732 40- hour clinical placement once-only 40 20

NUTD7002 10- week clinical placement per semester (2007) 10 8

NUTD4004AB 10- week clinical placement once-only 10 30

NUTD9211AB 10- week clinical placement once-only 10 20

POLI3046 4- week field placement per semester 4 12

PSYC9041 3 practicum of 2.5 days/week for 19 weeks 142 6 12

REHB8010 4 4- hour clinical placements weekly 16 5

SCRN3075 120 hours per semester 120 7 6

SCRN7075 120 hours per semester 120 6

SOAD3100B 60- day field placement per semester 60 46 33

SOAD4200 80- day field placement per semester 80 14 26

SOAD7005 80- day field placement per semester 80 7

SOAD9044 80- day field placement per semester 80 19

SOAD9056B 60- day field placement per semester 60 50

SPTH1401 2 3- hour field placements weekly 3 58

SPTH3302 1- day clinical placement weekly 7.35 27

SPTH3303 1- day clinical placement weekly 7.35 25

SPTH4303 32- day clinical placement per semester 4 27

SPTH4304 40- day clinical placement per semester 4 27

SPTH9111 4 3- hour field placements per semester 3 18

SPTH9114 1- day clinical placement weekly 1 18

SPTH9116 1- day clinical placement weekly 15 16

THEO3509 7- hour clinical placement weekly 98 1

TOUR8108 200- hour industry placement yearly 200 4

WEI INSPIRE Peer Mentoring 15 33 58 25 12 5 2

WEI WorkReady 80 120 200 25 25

WEI Hong Kong Immersion 30 44

469 1671 1360 774 317 123 459 187 27 156 61 0 0

5604

APPENDIX F Visits and Payment

Flinders University: Practicum Audit

TOPIC CODE TITLE

Academic

Staff visit No of visits

Employ

sessional

staff?

Agency staff

receive

payment? If so, How much?

Students

receive


Financial

assistance for

student? If so, How much?

AQUA2131 Aquaculture Practicum no 0 no no no no

AUDI9106 Clinical Audiology 1 no ----- no no no

AUDI9106 Clinical Audiology 1 no no no no no


AUDI9202 Clinical Audiology 3 no no no no yes

For rural or interstate

block placements


BIOD3002


Practicum no no no no no

BTEC2650 Biotechnology Practicum no no no ----- some do -----

some undertake as a

summer scholarship

CUTU2005 Cultural Tourism Practicum 1 no no no no no

CUTU3005 Cultural Tourism Practicum 2 no no no no no

CUTU7005 Cultural Tourism Fieldwork no no no no no

CUTU1006 Event design & Practice I yes 1 no no no no

CUTU1006 Event design & Practice I ----- ----- ----- ----- -----

DSRS3211


Community Rehabilitation yes 2 no no no

Some students

complete the Prac in

place of employment no

ECOT2001 Ecotourism Practicum ----- ----- ----- ----- -----

ECOT2001 Ecotourism Practicum yes varied no no yes

although some may

receive a small

gratuity if hosting

tours yes

Some placements

provide

accommodation &

food

ECOT3001 Ecotourism Practicum ----- ----- ----- ----- -----

EDCT3767 Teaching Practicum 2A (R-7) Yes 3 yes yes

$17.40 per student

per day no no

EDCT3868 Teaching Practicum 2B (6-10) yes 3 yes yes

$17.40 per student

per day no no

EDCT3979 Teaching Practicum 2C (8-12) yes 3 yes yes

$17.40 per student

per day no no

EDCT4070 Teaching Practicum 2D (SecSc) yes 3 yes yes

$17.40 per student

per day no no

EDCT4410 Open Option 3 no yes yes

$17.40 per student

per day no no

EDCT4777 Teaching Practicum 3A (R-7) yes 4 yes yes

$17.40 per student

per day no no

TOPIC CODE TITLE

Academic


Employ

sessional

staff?

Agency staff

receive


Students

receive


Financial

assistance for


EDCT4878 Teaching Practicum 3B yes 4 yes yes

$17.40 per student

per day no no

EDCT4979 Teaching Practicum 3C yes 4 yes yes

$17.40 per student

per day no no

EDSP4001

Introduction to Special

Education no no no no no

EDSP4002


educational planning yes 1 no no no no

EDSP9026


special needs yes 1 no no no no

EDUC 2301

Primary Literacy and Numeracy

in Inclusive Classrooms yes no yes

Standard teacher pay

for student teacher

supervision no no

EDUC 2302

Teaching literacy and numeracy

in the Middle School yes no no no no

EDUC

2402/2403

Development learning &

Inclusive teaching no no no no no

EDUC3666 Teaching Practicum 1A (R-7) yes 2 yes yes

$17.40 per student

per day no yes

Very little. Some

assistance with a few

country placements

but rare.

EDUC3666 (S)

Practicum 1A (Singapore

stream) yes 2 no no

Not at this point in

time - this is a new

program and most

sites are happy to

accept students

without payment no no

EDUC3667 Teaching Practicum 1B (6-10) yes 2 yes yes

$17.40 per student

per day no yes

Very little. Some


country placements

but rare.

EDUC3668 Teaching Practicum 1C (8-12) yes 2 yes yes

$17.40 per student

per day no yes

Very little. Some


country placements

but rare.

TOPIC CODE TITLE

Academic


Employ

sessional

staff?

Agency staff

receive


Students

receive


Financial

assistance for


EDUC4777 Teaching Practicum 2A (R-7) yes 3 yes yes

$17.40 per student

per day no yes

Very little. Some


country placements

but rare.

EDUC4778 Teaching Practicum 2B (6-10) Yes 3 yes yes

$17.40 per student

per day no yes

Very little. Some


country placements

but rare.

EDUC4779 Teaching Practicum 2C (8-12) Yes 3 yes yes

$17.40 per student

per day no yes

Very little. Some


country placements

but rare.

EDUC4800 Teaching Practicum Elective No no yes

$17.40 per student

per day no yes

Very little. Some


country placements

but rare.

EDUC4800A



Yankunytjatjara Lands) yes 2 yes yes

$17.40 per student

per day no yes

Accommodation

meals transport

ENGR3521 Cooperative Work Experience ----- ----- ----- Yes

Up to 2/3 of graduate

salary per hour. -----

ENVH2011A

Integrated Environmental

Health Practice A yes Apr-18 no no no yes

bus travel to rural

placement plus $15

per night toward rural

accommodation

ENVH2011B

Integrated Environmental

Health Practice B yes Jun-36 no no no yes

bus travel to rural

placement plus $15

per night toward rural

accommodation

ENVS7005 Industry Placement no no no no no

GEOG2011 Industry Placement (BAGIS) no no no no no

HLPE 2504


Education yes

4 - sessional

staff present

each week yes no no no

TOPIC CODE TITLE

Academic


Employ

sessional

staff?

Agency staff

receive


Students

receive


Financial

assistance for


HLPE2510 Outdoor Education no yes no no

The Outdoor

Education program

receives payment

from the School for

the students to act as

mentors ($35/day) yes

All provided at no

cost to student.

HLPE2524

Historical & Cultural

Constructions of Physical

Activity no no no no no

HLTH3003 Health Work Placement yes 2 yes no no no

HLTH3202

Pathophysiology of Body

Systems no no no no no

JUSS 3001

Workplace practicum in Justice

and Society ----- ----- ----- ----- -----

LLAW5901


[Placement] no no no Some do

Some do if they are

already employed at

their Placement

office. no

MIDW2004

Complexities of Midwifrey

Practice yes 24 yes yes WCH only no yes

Midw3004 Midwifery practicum yes 24 yes yes Yes at WCH only no no

MIDW3004 ----- ----- ----- ----- -----

Midw3005 Managing midwifery practice 2 yes 24 yes yes yes WCH only no yes

Midw3005 Managing midwifery practice 2 yes 24 yes yes yes WCH only no yes

MMED8110A&B Doctor and Patient 1A&B ----- ----- ----- ----- -----

MMED8210A&B Doctor & Patient 2A&B ----- ----- ----- ----- -----

MMED8230A&B

Regional Community Week

component of Doctor

Profession and Society 2 A&B ----- ----- ----- ----- -----

TOPIC CODE TITLE

Academic


Employ

sessional

staff?

Agency staff

receive


Students

receive


Financial

assistance for


MMED8310A&B/

MMED8320A&B/

MMED8330A&B

Third Year Medicine Aggregate

comprising: Doctor & Patient

3A&B/Knowledge of Health &

Illness 3A&B/Doctor the

Profession & Society 3A&B yes

Daily -

constant

presence yes yes

Flinders makes a

financial contribution

to SA DOH for

student indemnity and

provides teaching

hospital grant funds.

GP preceptors

receive practice

incentive payments

from federal

government no yes

Students in Darwin

and PRCC sites have

free accommodation

MMED8401A/B Clinical Performance A/B no no yes no yes

All students are

required to undertake

a 6 week Rural

Selective. Each

student is awarded a

Rural Travel

Scholarship for their

Rural Selective travel

costs provided that

the Selective is

located in SA or NT.

MMED8460&84

70 Elective 1&2 no no yes

Flinders makes a

financial contribution

to SA DOH for

student indemnity and

provides teaching

hospital grant funds.

GP preceptors

receive practice

incentive payments

from federal

government no no

NURS 3615

Response and challenge to

body integrity 2 yes 14 yes yes no yes

Rural and remote

placements

equivalent of return

bus or train fare to

venue.

NURS2407 Nursing Practice 3 yes 2 wk yes yes no no

TOPIC CODE TITLE

Academic


Employ

sessional

staff?

Agency staff

receive


Students

receive


Financial

assistance for


TOPIC CODE TITLE

Academic


Employ

sessional

staff?

Agency staff

receive


Students

receive


Financial

assistance for


NURS2408 Nursing Practice 4 yes once per week yes yes no yes

Nurs3400 Nursing Practice 5 yes 16 yes yes no yes

Rural and remote

placement of return

bus or train fare to

venue

NURS3400 Nursing Practice 5 yes 9 yes yes no yes

train to Alice Springs

and Bus fare to

country placements

NURS3731 yes

NURS3732 yes

NURS8606 yes

NUTD 4004 A/B

Professional Practice in

Nutrition and Dietetics ----- ----- no ----- -----

NUTD 4004

A/BNUTD 9211

A/B

Professional Practice in

Nutrition adn Dietetics yes

Clinical

placements

miniumum 1

visit ;

Community/Pu

blic health

placement

visits as needs no no no yes

Students pay a

maximum of $250

towards travel and

accomodation costs

for rural remote and

interstate placments

(not overseas) the

Department

subsidises rest or

placement

scholarships sought

NUTD4003

Independent Studies in Nutrition

and Dietetics no no no no no

NUTD7003

Research Project in Nutrition

and Dietetics yes 2 no no no no

NUTD9213 Nutrition Research Elective yes 1 no no no no

PALL8405 Practicum no no no no no

PHCA 9201 Public Health Organisation ----- ----- ----- ----- -----

PHCA9201 Public Health Organisation no depends no no no no

PSYC 9041

Practicum A (there is also

Practicum B and C) yes 2 no no no no

PSYC3045 Work Experience A and B no no no no no

TOPIC CODE TITLE

Academic


Employ

sessional

staff?

Agency staff

receive


Students

receive


Financial

assistance for


REHB8010 Clinical Rehabilitation practice yes integrated no no no no

SCRN3075

Practicum in Screen Studies

and Screen Industries no no no no no

SOAD3100 Field Education 1 no 1 no no

Payment is generally

not provided.

However for some

international students

(eg from Texas) the

School received a fee

and from this fee a

payment is made to

the field supervisor. no yes

Local students can

receive financial

assistance for travel

if this will enable

them to take up a

placement that would

be otherwise too

costly in terms of

travel. Students who

take placements in

some rural settings

can receive

accommodation

assistance through

the sponsoring

agency.

SPTH1401

Issues in Professional Practice

1 no no no no no

SPTH2302A


2A no no no no no

SPTH2302B


2B no no no no no

SPTH3302 Speech Pathology Practicum 1 no no no no yes

Transport/accommod

ation


Travel and

accommodation


Travel and

accommodation up to

$600 Scholarships

available

SPTH4304 Speech Pathology Practicum 4 no no yes

Singapore placement

providers charging for

practica no yes

Travel and

accommodation up to

$600

SPTH9111


Practice 1 no no no no no

TOPIC CODE TITLE

Academic


Employ

sessional

staff?

Agency staff

receive


Students

receive


Financial

assistance for


SPTH9114



SPTH9116



TOUR8108 Cultural Tourism Practicum no no no no no

Hong Kong Immersion Program yes 1 no yes $250 no yes

issued public

transport tickets

APPENDIX G

2006 Flinders University: Practicum Audit Purpose

TOPIC CODE TITLE HECS TOPIC COORDINATOR Purpose of the practicum/Placement?

If not mandatory for employment, are students required to

complete the practicum?

AQUA2131 Aquaculture Practicum yes Dr Jian Qin The topic is a core requirement for completion of the degree

AUDI9106 Clinical Audiology 1 yes Karen Sparrow mandatory for graduation and qualification as an audiologist

AUDI9116 Clinical Audiology 2 yes Karen Sparrow mandatory for graduation and qualification as an audiologist

AUDI9202 Clinical Audiology 3 yes Linnett Sanchez mandatory for graduation

AUDI9212 Clinical Audiology 4 yes Linnett Sanchez mandatory for graduation and professional qualification

BIOD3002


Practicum yes Prof Mike Bull The topic is a core requirement for completion of the degree

BTEC2650 Biotechnology Practicum yes Dr Ian Menz This is not a core topic required for completion of the degree

CUTU 2005 Cultural Tourism Practicum 1 yes Chris Fanning

Placements provide valuable workforce training that is not

possible from textbooks. Students are often offered

employment from the placement. It is a compulsory topic.

CUTU 3005 Cultural Tourism Practicum 2 yes Chris Fanning




CUTU 7005 Cultural Tourism Fieldwork yes Chris Fanning




CUTU1006 Event design & Practice I yes Steve Brown see above yes. relevant industry experinece

DSRS3211


Community Rehabilitation yes John Grantley

Not mandatory but expected by the Disability Service

Agencies which employ the graduates

ECOT2001 Ecotourism Practicum yes Dr Jeremy Robertson The topic is a core requirement for completion of the degree

ECOT3001 Ecotourism Practicum yes Dr Jeremy Robertson

EDCT3767 Teaching Practicum 2A (R-7) yes John Harris

Required for teacher registration. The approved teacher

education program must include a practical student teaching

component undertaken at a school or pre-school.

EDCT3868 Teaching Practicum 2B (6-10) yes John Harris




EDCT3979 Teaching Practicum 2C (8-12) yes John Harris




EDCT4070 Teaching Practicum 2D (SecSc) yes John Harris




EDCT4410 Open Option 3 yes John Harris




EDCT4777 Teaching Practicum 3A (R-7) yes John Harris




EDCT4878 Teaching Practicum 3B yes John Harris




EDCT4979 Teaching Practicum 3C yes John Harris




EDSP4001 Introduction to Special Education yes Julie McMillan

To complete the requirements of the topic EDSP4001 or

EDSP9024.

Yes to complete an assignment for the topic. To reflect on

educational practices related to meeting the needs of students

with disabilities in inclusive settings.

EDSP4002


educational planning -----

Anna Noble (acting for

Kerry Bissaker)

The case study is 80% of their overall grade. They must

demonstrate an ability to work with and plan an appropriate

programme for a student with a learning difficulty or disability.

Failure to implement this programme results in a fail grade for

the topic.

EDSP9026


special needs -----

Anna Noble - (acting for

Kerry Bissaker)

yes to enable them to successfully complete their final

assessment for this topic

EDUC2301

Primary Literacy and Numeracy in

Inclusive Classrooms yes Julie Clark

The practicum is an introductory school experience for

preservice teachers. Practicum is required for teacher

registration

EDUC2302

Teaching literacy and numeracy in

the Middle School yes Lyn Wilkinson



registration

EDUC2402


teaching yes Phillip Slee



registration

EDUC2403


teaching yes Phillip Slee



registration

EDUC3666 Teaching Practicum 1A (R-7) yes John Harris




EDUC3666 (S) Practicum 1A (Singapore stream) ----- Kerry Bissaker

The topic is run in collaboration with an off -shore partner and

any placements off-shore are the responsibility of the partner

organisation. Mandatory for employment and registration purposes.

EDUC3667 Teaching Practicum 1B (6-10) yes John Harris







EDUC3668 Teaching Practicum 1C (8-12) yes John Harris




EDUC4777 Teaching Practicum 2A (R-7) yes John Harris




EDUC4778 Teaching Practicum 2B (6-10) yes John Harris




EDUC4779 Teaching Practicum 2C (8-12) yes John Harris




EDUC4800 Teaching Practicum Elective yes John Harris




EDUC4800A



Yankunytjatjara Lands) yes John Harris

Teaching Practicum Elective counts towards employment.

This practicum is especially useful for students who may wish

to seek employment in the Anangu Lands.

ENGR3521 Cooperative Work Experience yes Jimmy Li

ENVH2011A


Practice A yes John Edwards

Mandatory for completion of topic. Topic is a required part of a

prescribed degree program accredited by the Australian

Institute of Environmental health. accreditation requirements

are partly dependent on minimum amount of practicum.

Employment in SA as environmental health professional

requires completion of an accredited degree in environmentyal

health.

ENVH2011B


Practice B yes John Edwards

Mandatory for completion of topic. Topic is a required part of a

prescribed degree program accredited by the Australian

Institute of Environmental health. accreditation requirements

are partly dependent on minimum amount of practicum.

Employment in SA as environmental health professional

requires completion of an accredited degree in environmentyal

health.

ENVS7005 Industry Placement yes David Bass

Expose students to environmental management in the work

place. It is a core topic for BEM Hons students Elective in BA

Hons and BEM Masters courses

GEOG2011 Industry Placement (BAGIS) yes Mark Lethbridge Industry experience - working relations time management & multidisciplinary team contribution.




HLPE 2504


Education yes Kate Ridley

Provides physical education students an opportunity to teach

a unit of Physical Education lessons in a structured supportive

environment with a trained Physical Education specialist. This

is not achieved in their 10-d school experience (in EDUC

topic) where Physical Education experiences & opportunities

are varied.

Compulsory as students must complete a unit-plan for

assessment (including reflection) in the topic

HLPE2510 Outdoor Education yes Russell Brown

The purpose of the Camp is to provide the students with the

opportunity to apply their learning from the Topic’s

lecture/seminar program to a school camp setting where there

is a focus for research and skill development in issues related

to all aspects of school camping.

Yes the experience provides the students with the opportunity

to meaningfully reflect on their experiences in context with their

learning from the HLPE 2510 lecture/seminar program - it's an

important component in their prepartion as future teachers of

Physical Education and Outdoor Education.

HLPE2524

Historical & Cultural Constructions of

Physical Activity yes Russell Brown

The purpose of the Topic’s Community Activity Assignment is

to provide the students with the opportunity to apply their

learning from the Topic’s seminar program to a community

setting in which a physical activity previously not experienced

by the student is the focus for research into conceptual

historical and cultural issues related to the world of physical

activity.

Yes the experience provides the students with the opportunity

to meaningfully reflect on their experiences in context with their

learning from the HLPE 2524 seminar program - it's an

important component in their prepartion as future teachers of

Physical Education.

HLTH3003 Health Work Placement yes Carol Grbich

to familiarise students with workplace options for work upon

graduating

Yes if they are in the health Promotion stream otherwise

optional

HLTH3202 Pathophysiology of Body Systems yes Tim Pointon

Yes; mandatory for employment. To gain an appreciation of

the skills and attitude required to function effectively in the

workplace

JUSS 3001

Workplace practicum in Justice and

Society yes Mary McKenna students apply acceptance based on meeting criteria no

LLAW5901


[Placement] yes Rachel Spencer

Mandatory part of the curriculum. To experience life as a

lawyer and deal with real clients and real problems. see above

MIDW2004 Complexities of Midwifrey Practice ----- Jen Byrne clinical experience yes

Midw3004 Midwifery practicum ----- Ann Alder Clinical experience Yes Yes

MIDW3004 ----- Ann Alder

Midw3005 Managing midwifery practice 2 ----- Heather James Clinical experience yes

Midw3005 Managing midwifery practice 2 ----- Heather James Clinical experience yes

MMED8110AB Doctor and Patient 1A&B -----

MMED8210AB Doctor & Patient 2A&B -----

MMED8230AB

Regional Community Week

component of Doctor Profession and

Society 2 A&B -----




MMED8310ABM

MED8320ABMM

ED8330AB

Third Year Medicine Aggregate

comprising: Doctor & Patient

3A&B/Knowledge of Health & Illness

3A&B/Doctor the Profession &

Society 3A&B yes Dr Julie Ash Clinical education Mandatory and central to the course

MMED8401A/B Clinical Performance A/B yes

Dr Arduino Mangoni/Dr

Michael Shanahan Mandatory for employment.

MMED8460&84

70 Elective 1&2 yes Dr Michael Shanahan

Mandatory for awarding of degree Students function as an

intern on elective placements

NURS 3615

Response and challenge to body

integrity 2 ----- Karen Wotton

To develop/consolidate psychomates organisational clinical

resoning and time managment skills to provide direct care to

around 4 pts under the supervisor of a RN.

NURS2407 Nursing Practice 3 no Ailsa N'Ha Winifreyda Experiential learning Mandatory for completion of degree! Mandatory for completion of degree!

NURS2408 Nursing Practice 4 ----- Alison Hutton Theory to practice As Above

Nurs3400 Nursing Practice 5 ----- Didy Button Assess ANMC competenices are achieved yes

NURS3400 Nursing Practice 5 yes Didy Button mandatory for employment

NURS3731

NURS3732

NURS8606

NUTD 4004AB


and Dietetics yes Kaye Mehta

NUTD4004AB

NUTD9211AB


adn Dietetics yes Kaye Mehta

Mandatory for accreditation of Nutitrion & Dietetic course by

professional body; essential development and assessment of

professional competencies for entry-level practice

NUTD4003

Independent Studies in Nutrition and

Dietetics yes Iris Lindemann

For students to engage in a 5 week independent study with

practitioners. Enhance their skills in planning implementing

and evaluating project and in working in partnership with

practicing dietitians and organisations. Increases students

readiness to transition into the workplace.work.

Yes are required. Course is accredited by professional

organisation - topic is one component of ensuring overall

requirements are met.

NUTD7003

Research Project in Nutrition and

Dietetics yes Michelle Miller

Provide research training enhances career opportunities and

provides a pathway for research higher degree training Mandatory for the honours degree in nutrition and dietetics.

NUTD9213 Nutrition Research Elective yes Professor Lynne Cobiac Mandatory for accreditation purposes.

PALL8405 Practicum yes Katrina Breaden

Firstly identify an area of clinical interest and secondly to

identify extend and evaluate personal professional skill

development required and thirdly to contribute new information

or perspectives to current thinking in a related are of practice.

Not mandatory but it is a core topic within Stream A of the

following 3 awards; Master of Applied Gerentology Master of

Palliative Care in Aged Care and the Master of Palliative Care

PHCA9201 Public Health Organisation ----- Colin MacDougall

Field placement to ennable students to understand how

organisations work towards healthy public policy It is part of their doctoral course to improve professional skills




PSYC 9041

Practicum A (there is also Practicum

B and C) no Robert Lynd-Stevenson

The practicums are mandated by APAC (Australian

Psychological Accreditation Committee). If not the clinical

degree would not be recognised by the SA Psychological

Board.

PSYS3045ab Work Expereince A and B yes Robyn Young

To enable students to gain familiarty with environments within

which psychologists work.

Yes. This is part of their course. No alternative program has

been offered and it has never been requested.

REHB8010 Clinical Rehabilitation practice no Julie Harding Orientation to contemporary rehabilitation No it is an elective

SCRN3075

Practicum in Screen Studies and

Screen Industries yes Karen Vered


replicable elsewhere and they often provide an entry to the

workforce as a transition from university providing a first job

for many graduates. No the placement is an elective option.

SOAD3100 Field Education 1 yes Michael Bull

There are two mandatory field placements in each of our

professional degrees (BSW MSW). These two placements are

required by the body that accredits our professional degrees

the Australian Association of Social Workers. The two field

placements are intended to provide students with sufficient

practical experience (a total of 140 days over two placements)

to prepare them for professional practice upon graduation.

As noted above both placements are required as part of our

degrees.

SPTH1401 Issues in Professional Practice 1 yes Assoc Prof Alison Russell Observations for students only

So that they can obtain an idea of the Speech PAthology

profession early on in the program

SPTH2302A Issues in Professional Practice 2A yes Sue Horton

SPTH2302B Issues in Professional Practice 2B yes Alison Russell

SPTH3302 Speech Pathology Practicum 1 yes Stacie Attrill Planning and support to clinical education.

Mandatory first roster to obtain clinical competencies to

practice as speech pathologist

SPTH3303 Speech Pathology Practicum 2 yes Stacie Attrill

Mandatory second roster to obtain clinical competencies to


SPTH4303 Speech Pathology Practicum 3 yes Stacie Attrill

Mandatory third roster to obtain clinical competencies to

practice as a speech pathologist

SPTH4304 Speech Pathology Practicum 4 yes Stacie Attrill Planning and support to clinical education.

Mandatory fourth roster to obtain clinical competencies to


SPTH9111


Practice 1 yes Alison Russell

Student observation of speech pathology skills and practice in

the field

SPTH9114


Practice 2 yes Christine Brebner

Mandatory first roster to obtain clinical competencies to


SPTH9116


Practice 3 yes Chris Brebner

Mandatory second roster to obtain clinical competencies to


TOUR8108 Cultural Tourism Practicum no Chris Fanning







Catherine Koerner http://www.flinders.edu.au/careers/inspirementor.html

120 minimum contact hours and a journal. This is conducted by

the Teaching Experience Office in Education. There is no

assessment required for all other mentors involved

Hong Kong Immersion Program no Rosalind Murray-Harvey Use newly aquired ESL methodology in the classroom. Yes as per contract with Hong Kong Institute of Education.

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