How Best to Assess Students Taking Work Placements? An Empirical Investigation from Australian Urban and Regional Planning

Autor/inn/en	Jackson, John; Jones, Martyn; Steele, Wendy; Coiacetto, Eddo
Titel	How Best to Assess Students Taking Work Placements? An Empirical Investigation from Australian Urban and Regional Planning
Quelle	In: Higher Education Pedagogies, 2 (2017) 1, S.131-150 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2017.1394167
Schlagwörter	Regional Planning; Urban Planning; Foreign Countries; Job Placement; Academic Standards; Qualitative Research; Semi Structured Interviews; Focus Groups; Workplace Learning; Stakeholders; College Faculty; Undergraduate Study; Undergraduate Students; Australia + Suchen Sie Ihr Suchwort? Regionalplanung; Stadtplanung; Ausland; Employment service; Employment services; Arbeitsvermittlung; Qualitative Forschung; Fakultät; Grundstudium; Australien
Abstract	Work placements (including internships) are common in urban and regional planning education but the relevant literature has largely overlooked their assessment and academic standards. To address this gap, the paper presents a study of this topic undertaken within the Australian context. The research involved systematically scoping the status of work placements in planning education in Australia, and exploring the perspectives of participating educators, practitioners and students on appropriate assessment methods and academic standards. We found significant and problematic divergence in these three key stakeholders' perspectives. The implications of these findings are discussed in a national and international context. The consequent proposition is an approach to assessment and standards that promotes a shared understanding across these key stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01