Abstract
The focus of this chapter is on issues of equity, diversity and inclusion as they relate to PACE. The term ‘inclusive PACE’ is used here as a metaconcept to include three aspects of PACE, namely, curriculum, pedagogy and student support, which need to be considered when addressing issues of equality of student access and participation in PACE. While the chapter refers to the broader work-integrated learning literature, it draws heavily on findings from two PACE research projects conducted at the Macquarie University. The perspectives and experiences of students, academics and workplace (host) supervisors are included in relation to the barriers, enablers and challenges of inclusive PACE. The chapter concludes with a summary of the lessons Macquarie University has learnt in relation to access and equity in PACE, and highlights those factors considered critical to an inclusive approach to this type of learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
- 2.
Dr Leanne Carter, Dr Theresa Winchester-Seeto and Jacqueline Mackaway.
- 3.
Participant quotes from data gathered as part of a research project entitled Socially Inclusive PACE. Ethics approval was granted for this research.
- 4.
Visa changes now allow international students who applied for a visa after 5 November 2011 an automatic right to work in Australia for a period of either 2 or 4 years, depending on their qualification, following the completion of their degree (Knight Review 2011).
References
Benson, R., Hewitt, L., Devos, A., Crosling, G., & Heagney, M. (2013). Managing and supporting diversity in higher education: A casebook. Oxford: Chandos Publishing.
Billett, S. (2011). Final report: Curriculum and pedagogic bases for effectively integrating practice-based experiences. Office of learning and teaching. Retrieved from http://www.olt.gov.au/resource-library?text=Billett
Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report, 2008. Canberra: Department of Education, Employment and Workplace Relations (Australian Government). Retrieved from http://www.innovation.gov.au/HigherEducation/ResourcesAndPublications/ReviewOfAustralianHigherEducation/Pages/ReviewOfAustralianHigherEducationReport.aspx
Campbell, M., Mackaway, J., Peach, D., Moore, K., Ferns, S., & Winchester-Seeto. (2014). Building institutional capacity to enhance access and participation in Work Integrated Learning (WIL). Refereed Proceedings of the 17th New Zealand Association for Cooperative Education Conference, 30th April to 2nd May, 2014.Rangi Ruru Early Childhood College at Rangi Ruru Girls’ School, Christchurch, New Zealand, pp. 1–4.
Carter, L., Winchester-Seeto, T., & Mackaway, J. (2014). Socially inclusive practice in PACE: Meeting the needs of specific learners in PACE units – Information and resources for practitioners. North Ryde: Macquarie University. Retrieved from http://staff.mq.edu.au/teaching/curriculum_assessment/pace/resources/effective_curriculum/
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge.
Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J. (2012). Effective teaching and support for students from low socio economic backgrounds: A resource for Australian higher education. Sydney: Office for Learning and Teaching Department of Industry, Innovation, Science, Research and Tertiary Education. Retrieved from http://www.olt.gov.au/resources/good-practice?text=Devlin
Dressler, S., & Keeling, A. (2011). Benefits of cooperative and work-integrated education for students. In R. K. Coll & C. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research and practice of work‐integrated learning (2nd ed., pp. 261–276). Boston: World Association for Cooperative Education.
Equal Employment Opportunity Network of Australia/Hudson. (2010). Australasian diversity and equity survey. Looking for a paradigm shift: 2010 market leader report on diversity and gender. EEONA. Retrieved from www.eeona.org
Ferns, S., Campbell, M., & Zegwaard, K. (2014). Work integrated learning. In S. Ferns (Ed.), HERDSA guide: Work integrated learning in the curriculum (pp. 1–6). Australia: Higher Education Research and Development Society of Australasia.
Gair, S., Miles, D., Savage, D., & Zushowski, I. (2015). Racism unmasked: The experiences of aboriginal and Torres strait islander students in social work field placements. Australian Social Work, 68(1), 1–19.
Gale, T., & Tranter, D. (2011). Social justice in Australian higher education policy: A historical and conceptual account of student participation. Critical Studies in Higher Education, 5(1), 29–46.
Gribble, C. (2014). Employment, work placements & work integrated learning of international students in Australia. International education research network, research digest 2 (June 2014). Retrieved from: http://www.ieaa.org.au/documents/item/257
Hamshire, C., Willgross, T., & Wibberley, C. (2012). Should I stay of should I go? A study exploring why healthcare students consider leaving their program. Nurse Education, 33, 889–895.
Harrison, G. (2013). Fair go in the field: Inclusive field education for international students in the social sciences: Final Report. Sydney: Office for Learning and Teaching and Department of Industry, Innovation, Science, Research and Tertiary Education. Retrieved from http://www.olt.gov.au/resource-library?text=Harrison
Hicks, H., & Swain, P. (2007). Direct, facilitate, enable – Juxtaposition of the duty of care and the duty of disclosure in social work field education. Social Work Education, 26(1), 69–85.
Higher Education Base Funding Review: Final Report. (2011). Retrieved from http://www.innovation.gov.au/highereducation/Policy/BaseFundingReview/Documents/HigherEd_FundingReviewReport.pdf
Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. York: HEA. Retrieved from http://www.heacademy.ac.uk/evidencenet
James, R., Krause, K. L., & Jennings, C. (2010). The first year experience in Australian universities: Findings from 1994 to 2009. Melbourne: Centre for the Study of Higher Education, The University of Melbourne.
Johnstone, E. (2014). Social work and human service students experiences of financial stress on placement. Presentation given at webinar on 3 September, 2014 as part of Office and Learning Teaching Project: Building institutional capacity to enhance access, participation and progression in WIL. Retrieved from http://acen.edu.au/access-participation-progression/wp-content/uploads/2014/09/eleesa_johnstone_slides.pdf
Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education. Final Report. Strawberry Hills: Australian Learning and Teaching Council. Retrieved from: www.olt.gov.au
Knight, M. (2011). Strategic review of the student visa program 201: Report. Canberra: Commonwealth of Australia. Retrieved from http://www.immi.gov.au/students/_pdf/2011-knight-review.pdf
Lynch, D., & Smith, R. (2012). Teacher education partnerships: An Australian research-based perspective. Australian Journal of Teacher Education, 37(11), 131–146.
Mackaway, J., Winchester-Seeto, T., & Rowe, A. (2013). Responding to student diversity: Strategies for placing WIL students. In K. E. Zegwaard (Ed.), Strategic directions in cooperative education – Proceedings of the 16th New Zealand Association for Cooperative Education Conference, 21–23 of April, 2013, (pp. 15–18). AUT University, Manukau Campus, Auckland, New Zealand. Retrieved from https://nzace.files.wordpress.com/2014/07/2013-auckland.pdf
Mackaway, J., Winchester-Seeto., & Carter, L. (2014). Work-integrated learning and the ‘inclusive’ challenge of preparing a diverse student cohort for the world beyond the academy. In A. Kwan, E. Wong, T. Kwong, P. Lau & A. Goody (Eds.), Research and development in higher education: Higher education in a globalized world, 37 (pp. 226–236). Higher Education Research and Development Society of Australasia (HERDSA) Hong Kong, 7–10 July 2014. http://herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-higher-education
Moore, K., Ferns, S., & Peach, D. (2012). The ACEN student scholarship: A profile of financial hardship and work integrated learning. In M. Campbell (Ed.), Collaborative education: Investing in the future – Proceedings of the 2012 ACEN National conference (pp. 201–212). Perth, 29 October – 2 November, 2012. Retrieved from: http://acen.edu.au/2012conference/wpcontent/uploads/2012/11/ACEN-2012-National-Conference-Proceedings.pdf
Murray, D., Blackmore, J., Gribble, C., & Hall, R. (2012). Internships and work placement opportunities for international students in Victoria. Melbourne: International Education Association of Australia.
Norton, A. (2013). Keep the caps off! Student access and choice in higher education. Melbourne: Grattan Institute. Retrieved from: www.grattan.edu.au
Orrell, J. (2011). Good practice report: Work integrated learning. Canberra: Australian Learning and Teaching Council. Retrieved August 30, 2013, from http://www.olt.gov.au/resource-library?text=Orrell
Owen, S., & Stupan, I. (2008). Experiential placements in pharmacy: Quality indicators for best practice approaches to experiential placements in pharmacy programs’. Final Report. Strawberry Hills: Carrick Institute for Learning and Teaching in Higher Education. Retrieved from http://www.olt.gov.au/resource-library?text=Stupans
Patrick, C. J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008, December). The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]. Brisbane: Queensland University of Technology. Retrieved from www.acen.edu.au
Rittel, H., & Webber, W. (1973). Dilemma in a general theory of planning. Policy of Sciences, 4, 155–169.
Spencer, R. (2007). Your place or mine? Evaluating the perspectives of the practical legal training work experience placement through the eyes of the supervisors and the students. International Education Journal, 8(2), 365–376.
Yorke, M. (2006). Employability in higher education: What it is – What it is not. York: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/node/3263
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Mackaway, J., Carter, L., Winchester-Seeto, T., Whiteford, G. (2017). Inclusive PACE: An Experience for All Students. In: Sachs, J., Clark, L. (eds) Learning Through Community Engagement. Springer, Singapore. https://doi.org/10.1007/978-981-10-0999-0_13
Download citation
DOI: https://doi.org/10.1007/978-981-10-0999-0_13
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-0997-6
Online ISBN: 978-981-10-0999-0
eBook Packages: EducationEducation (R0)