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Experiential learning partnerships in Australian and New Zealand higher education planning programmes

Christine Slade

Many students have an expectation that their planning education should have a strong focus on employment outcomes. This is often the case despite the preferences of educators, and even accreditation bodies, for a well-rounded, considered and balanced education. Being an effective, "work-ready" planning graduate is of course not simply a matter of mastering the devices and techniques of practice, but rather having a set of reflexive skills that enable graduates to operate and adapt in changing environments, to negotiate through communities of interest and the politics of planning, and to account for ethics and praxis in daily work.

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Experiential learning partnerships in Australian and New Zealand higher education planning programmes

Christine Slade

Many students have an expectation that their planning education should have a strong focus on employment outcomes. This is often the case despite the preferences of educators, and even accreditation bodies, for a well-rounded, considered and balanced education. Being an effective, "work-ready" planning graduate is of course not simply a matter of mastering the devices and techniques of practice, but rather having a set of reflexive skills that enable graduates to operate and adapt in changing environments, to negotiate through communities of interest and the politics of planning, and to account for ethics and praxis in daily work.

Experiential learning partnerships in Australian and New Zealand higher education planning programmes

Christine Slade

Many students have an expectation that their planning education should have a strong focus on employment outcomes. This is often the case despite the preferences of educators, and even accreditation bodies, for a well-rounded, considered and balanced education. Being an effective, "work-ready" planning graduate is of course not simply a matter of mastering the devices and techniques of practice, but rather having a set of reflexive skills that enable graduates to operate and adapt in changing environments, to negotiate through communities of interest and the politics of planning, and to account for ethics and praxis in daily work.

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Title:

Experiential learning partnerships in Australian and New Zealand higher education planning programmes

Contributors:

Christine Slade (author) / Andrew Butt / Jo Rosier / Tim Perkins

Published in:

Planning theory & practice ; 16

Publication date:

2015

ISSN:

Type of media:

Article (Journal)

Type of material:

Print

Language:

English

Keywords:

Preferences , Planning , Employment , Higher education , Ethics

Classification:

BKL: 74.60 / 74.60 Raumordnung, Städtebau: Allgemeines

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