Planning Practice & Research

ISSN: 0269-7459 (Print) 1360-0583 (Online) Journal homepage: http://www.tandfonline.com/loi/cppr20

The benefits of embedding experiential learning in

the education of planners

Johanna Rosier, Christine Slade, Tim Perkins, Claudia Baldwin, Eddo

Coiacetto, Trevor Budge & Andrew Harwood

To cite this article: Johanna Rosier, Christine Slade, Tim Perkins, Claudia Baldwin, Eddo
Coiacetto, Trevor Budge & Andrew Harwood (2016) The benefits of embedding experiential
learning in the education of planners, Planning Practice & Research, 31:5, 486-499, DOI:
10.1080/02697459.2016.1229899

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Published online: 20 Sep 2016.

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Planning Practice & Research, 2016
VOL. 31, NO. 5, 486–499
http://dx.doi.org/10.1080/02697459.2016.1229899

The benefits of embedding experiential learning in the

education of planners
Johanna Rosiera, Christine Sladeb, Tim Perkinsc, Claudia Baldwind, Eddo Coiacettoe,
Trevor Budgef and Andrew Harwoodg
a
Regional and Urban Planning Program, University of the Sunshine Coast, Maroochydore, QLD, Australia;
b
Institute for Teaching and Learning Innovation (ITaLI), The University of Queensland, St Lucia, QLD, Australia;
c
School of Business and Law, Edith Cowan University, Joondalup, WA, Australia; dRegional and Urban Planning
Program, University of the Sunshine Coast, Maroochydore, QLD, Australia; eGriffith School of Environment,
Griffith University, Brisbane, QLD, Australia; fSchool of Humanities and Social Sciences, La Trobe University,
Melbourne, VIC, Australia; gGeography, University of Tasmania, Hobart, TAS, Australia

ABSTRACT KEYWORDS
In a future of complexity, uncertainty and fragmented governance we Experiential learning; Kolb;
envision planning graduates who will be better prepared for the real professional accreditation;
world of planning as a result of an experiential learning (EL) approach work-integrated learning;
practicum
in undergraduate tertiary education. In this paper, we present the
findings of an Australian research project in which planning educators
developed and tested a range of experiential planning principles
based on sound pedagogical theory. Embedding EL principles and
activities within the planning curriculum provides a structured
programme of engagement between theory and practice over the four
years of an undergraduate Australian planning programme, including
opportunities for work-integrated learning. Students gain experience
in negotiated decision-making involving a wide range of interactions
with planning practitioners. Students become more adaptable—
cognizant of mechanisms influencing change, and recognize the value
of lifelong learning founded on critical reflection. We propose that
a more systematic approach to integrating experiential learning in
tertiary planning education culminating in ‘work integrated learning’
would provide a vehicle for further partnerships with responsive local
practitioners and communities. Finally, this paper also argues that
applying experiential learning does not compromise the quality of
planning education based on greater academic rigour.

1. Introduction
Demands of contemporary planning practice require graduates who can confront and
harness change (Budge, 2009). The traditional university classroom experience no longer
meets the requirements of complexity and change (Roakes & Norris-Tirrel, 2000). Planning
educators need to facilitate learning for graduate planners who can adapt to these increasing
demands for flexibility (Slade et al., 2014). Given financial constraints, employers generally
expect new planning graduates to quickly attain a professional standard of practice. Also,

CONTACT  Johanna Rosier  Jrosier@usc.edu.au

© 2016 Informa UK Limited, trading as Taylor & Francis Group
 Planning Practice & Research   487

with higher tuition fees and slow economic growth, graduating students expect their educa-
tion is relevant to the current needs of employers (i.e. ‘Future Fit’) and they are competitive
in the marketplace (Pegg et al., 2012). However, the success of work-integrated learning
(WIL) is determined by the degree to which students build confidence, knowledge and skills
across the early years of their programme as part of a scaffolded approach to experiential
learning (EL). Part one of this paper recounts the development of the experiential learning in
planning (ELIP) framework and focuses on planning workplace practicums as a culminating
EL activity, and the acknowledgement by the profession that planning practitioners have a
role in planning education. In Part two, the authors present the findings of two case studies
and also argue that improving EL across planning programs does not result in a decline of
academic rigour in curriculum but rather enhances the capacity of planning graduates to
meet the complex and changing demands of professional life.

2.  Part one: experiential learning, ELIP and professional recognition

2.1.  What is experiential learning?
Experiential learning involves active and purposeful processes contextualized in direct or
simulated ‘real world’ activities in which students have the opportunity to construct and
regulate their own personal and professional learning (Kassem, 2007; Kottilil, 2009). Kolb’s
learning cycle (1984) provides a simple yet influential explanation of learning by primary
(senses) and secondary (mediated) experience (Jarvis, 2004). Whilst learning is continu-
ous, the cycle has four distinct stages (see Figure 1). Entry into the cycle can start at any
stage, although all stages must all be completed (Kolb & Fry, 1975). The stages ‘Concrete
Experience’ and ‘Abstract Conceptualization’ ‘represent the input of information either
from experience or from abstractions’ while the other two stages ‘Reflective Observation’
and ‘Active Experimentation’ requires reflection on the experience, along with suggestions
for future action based on the outcomes of the reflection (Svinicki & Dixon, 1987, p. 141).

Figure 1. Kolb’s experiential learning circle. Source: Adapted from Smith (2001) and Kolb (1984).
488    J. Rosier et al.

Embedding Kolb’s learning cycle across a tertiary education programme’s curriculum has
a number of learning and teaching implications; applying appropriate assessment methods;
scaffolding consistent learning episodes across the years of the programme; and developing
the students’ ability to reflect before, during and after each particular learning situation. The
development of academic knowledge and skills does not need to be compromised by this
style of teaching, but complements experience and is reflected on and improved through
experience. The educational benefits of EL are well documented and include strengthened
connections between students, institution and community and enhanced student engage-
ment and retention (Eyler et al., 2001; Coffield et al., 2004; Biggs & Tang, 2007).
Using an EL approach enables students to make links between theory and ‘real world’
applications, thus stimulating their motivation to learn, academic and professional efficacy,
and retention of learning (Cornell et al., 2013). Further, learning is reinforced by ‘pro-
fessional socialization’ in which students are introduced to the role of the planner in the
plan-making process (Long, 2012). Students may gain insights into potential careers and/
or network with future colleagues, develop successful nurturing professional relationships,
improve employability (Barraket et al., 2009; Long, 2012; Cornell et al., 2013) and develop
a social conscious (Fowler, 2008). They also acquire and develop important skills, such
as the art of communication, presenting, independent learning, working with others and
problem-solving (Kotval, 2003).
There are, however, barriers and limitations to overcome in implementing the EL
approach. Planning educators may resist incorporating EL for a variety of reasons (Fowler,
2008; Senbel, 2012; Groves et al., 2013). For example, they need a greater time commitment
and wider range of expertise to plan and implement interactive activities within a crowded
curriculum, when they are already juggling a range of other priorities (such as research)
(Pegg et al., 2012). Further, planning educators need to be flexible and able to respond to
unpredictable issues as they emerge in each EL situation and they need to ensure external
partners understand their role and are coached in presentation or evaluation in each EL
application (Frank, 2010). Educators also need to design appropriate assessment tasks and
evaluation criteria if students are to have incentives for deep learning (reflecting back on
theoretical concepts learned in previous years).
Students may also face potential barriers in terms of feeling doubts in dealing with com-
plex topics amidst seasoned professionals and community (Frank, 2010; Cornell et al., 2013).
This issue is best dealt with by a scaffolded EL approach building more complex activities
year to year so that students gain in confidence throughout the programme. Additionally,
access and equity consideration needs to be given in terms of alternative assessment tasks for
students who face challenges in participating in EL activities (Barraket et al., 2009). Lastly,
both students and educators may face challenges in managing group dynamics—requiring
coaching about communication and social skills.
Overall, this suggests that planning student interaction with community or professional
planners has direct and indirect benefits, such as contributing to community and disci-
plinary knowledge through specific projects undertaken by students and the facilitation
of reciprocal relationships that generate further forms of knowledge building and action
(Roakes & Norris-Tirell, 2000; Barraket et al., 2009; Slade et al., 2014). Students also apply
traditional academic skills and knowledge, enabling them to see the relevance of their
academic programs.
 Planning Practice & Research   489

2.2.  The ELIP framework

A number of educational researchers have explored individual experiential learning ini-
tiatives, some regarding design of planning studio, others focused on work placement or
service learning as a capstone course in a professional degree. We build on these explorations
to present the ELIP framework which will benefit student learning the most if scaffolded
across an entire undergraduate planning programme. This new ELIP framework (Baldwin
& Rosier, 2009; Baldwin et al., 2014) is comprised of three components:
(1)  A set of principles for developing EL curriculum and assessing its effectiveness
(Baldwin & Rosier, 2009). The identification of key principles for establishing
and evaluating experiential learning as part of a tertiary planning education pro-
gramme enables educators to assess whether, or how, new planning knowledge
and skills are generalized, then how they are applied in a given planning situation.
The overview of the numerous benefits recorded in pedagogical literature (see
previous section) should alleviate residual concerns about any limitations of EL.
(2)  A range of suggested learning (practical) activities as a continuum across primarily
university-based to externally based activities such as guest lectures, field trips,
role-plays and design studios related to a ‘real’ site or client. While study tours
or international field trips may not be mandatory, their value as a transformative
experience should also be recognized. The baseline survey of Australian and New
Zealand planning schools, carried out as part of the ELIP project, demonstrates
that planning schools already use a range of EL activities (see Slade et al., 2014).
(3)  A scaffolded approach in which a continuum of activities is used to provide
increasing interaction for students with planners and/or community and greater
reflection by students over the duration of the degree (Coulson & Harvey, 2013).
The ELIP framework supports the development of planning knowledge and skills and
increases student participation in the real world of planning as they progress through the
programme, culminating in some sort of work-based learning (WBL) in the student’s final
year (Baldwin et al., 2014).

2.3.  Work-integrated learning

Practicum, WBL and WIL are terms usually attributed to an experience in which students
learn and develop knowledge and skills through a wide range of interactions with people in
the workplace, and through the completion of tasks, which may or may not be prescribed
by academic supervisors. They represent the culmination of EL activities, and may consist
of sandwich courses, work placements, independent studies as summarized by Freestone et
al. (2006). Learning is negotiated with host organizations (Boud et al., 2001). In the plan-
ning discipline, several authors have studied WBL (Guile & Griffiths, 2001; Manns, 2003;
Freestone et al., 2006; Frank, 2010). Guile and Griffiths (2001) and Manns (2003) regard EL
as a useful approach to work experience because of the focus on a student’s interpersonal
and social development in the planning profession—often establishing a passion for lifelong
learning (Nikolou-Walker & Garrett, 2004; Ya-Sui, 2011).
In the ELIP approach to developing WBL, some emphasis is placed on professional
problem-solving and dealing with unexpected and uncertain situations. Reflection, as a
490    J. Rosier et al.

central part of the assessment process, needs to reinforce the importance of dialogue and
long-term cooperation between the workplace and education institutions (Guile & Griffiths,
2001; Frank, 2010), and a student’s debriefing about his or her experience. While authors are
united in their praise of WBL, there is a lack of agreement about the duration of the experi-
ence, the nature of work undertaken, the responsibilities and rights of students, (especially
if they are not paid), and the assessment of whether learning outcomes are achieved. In
terms of duration, the University of New South Wales model requires students to work for
a full ‘sandwich’ year (Freestone et al., 2006), however, other time frames used include six
months, 60 days or one month, down to one to three days in the office. In this research, it
was found that student achievement of learning outcomes will vary for a number of reasons
(planning mentor experience and interest, variety of work in the office, collegial contacts
and client/applicant contact).
Our survey of current EL activities and assessment in Australia and New Zealand plan-
ning schools found that assessment types for a practicum varied from essays, reports, exams
and oral presentations to supervisor assessments, the use of a reflective diary or journal
and a portfolio (Slade et al., 2014). Because the emphasis is on the application of university
taught knowledge and skills in a real professional office, and the development of profes-
sional attitude and professional values, assessment should be designed to ensure that links
between academic knowledge and skills and the professional experience are clear (Biggs
& Tang, 2007).

2.4.  The planning profession’s stance on EL

The urban and regional planning profession demands the training of practical planners
who have some experience with community development, citizen participation modules
and conflict resolution skills. ‘Community outreach in curricula provides the necessary
exposure to practical applications of textbook lessons and exposure to group dynamics,
community clients, and complex problems’ (Kotval, 2003, p. 297). However, UKCES (2008)
also acknowledge the difficulties of finding practicum opportunities during the years of the
global economic crisis.
With the same challenges in the USA, Guzzetta and Bollens (2003) reinforce the notion
of a gap between planning education and practice, by emphasizing the need for practitioners
to be involved in planning education. They identify a number of initiatives: bringing back
alumni for lunchtime discussions with students; engaging professionals as student mentors;
and bringing in guest lecturers from public and private spheres of practice; resulting in
students being aware of the constant challenges of a planning career. However, planning
educators need to consider trust, transparency and accountability across all phases of a WIL
project. They also need to clearly define outcomes for all projects and foster good commu-
nication between all project participants. Finally, all people involved should know their
roles and responsibilities throughout any project (Dalton, 2007; Winkler, 2013). Likewise,
in Australia, a National Inquiry into Planning Education and Employment (PIA, 2004) and
follow-up discussion paper (Gurran et al., 2008) recommended increasing planner pro-
fessionalism, especially through matching skill gaps with training in areas such as project
management and negotiation. Budge (2009, p. 13) sums up the idea of planning in reality
as ‘a way of thinking, acting and operating in a political economy, that produces spatial
outcomes’.
 Planning Practice & Research   491

2.5.  EL and planning programme accreditation

A major professional influence on the nature of planning programme content and meth-
ods is through regular assessment of each planning education programme against local
and national professional competencies stated in an accreditation policy. The integration
of practice-based teaching competencies into these policies would assist the development
of WIL and other EL opportunities. Frank (2010) emphasizes the need for a partnership
between educators and external employers so that specific learning outcomes may be deliv-
ered. ‘Formal acknowledgement of these approaches by the profession, would reward both
the practitioner (e.g. continuing professional development (CPD) points) and the planning
academic programme, increasing curriculum relevance and diversity of subject/course/
unit offerings’.
As the planning profession demands that some university programme learning outcomes
are delivered by experiential learning mechanisms, assessing the effectiveness of EL in this
regard is optimized through the application of a consistent framework for planning school
accreditation. This framework should include the following actions:
• Develop a relationship or partnership with local planning practitioners (possible
involvement includes guest lecturers, involvement in studios, role-play exercises and
as mentors in practicums) integrated across the programme;
• Ensure that existing and future education is based on greater shared responsibility
between the educator and the practitioner for curriculum development; and
• Meet demands for the use of new technologies as part of the educational experience.
According to Pegg et al. (2012), established professional accreditation organizations have
a clear remit to include the necessary professional requirements within course materials as
part of the validation process. Similarly, in Race’s (2007) terms, students enrolled in indus-
try-accredited planning programmes recognize the role of industry in setting competency
standards which, along with academic skills and knowledge, need to be fulfilled before
graduates go into practice.
Independent professional planning bodies in the United Kingdom, the United States
of America, and Australia use policies, standards and procedures to assess the quality of
accredited planning programmes and their graduating students in terms of how well grad-
uates meet professional and discipline competency requirements (PIA, 2011; RTPI, 2012b;
CIP, 2013; PAB, 2013a, 2013b). For example, one of the learning outcomes in the Royal
Town Planning Institute’s (RTPI) accreditation policy is:
to understand the characteristics of a professional, including the importance of upholding
the highest standards of ethical behavior and a commitment to lifelong learning and critical
reflection so as to maintain and develop professional competence. (RTPI, 2012a, p.11)
However, accreditation bodies generally do not specify how planning programmes should
deliver knowledge and competencies, although they may urge planning programmes to
involve local practitioners in the education of future planners. In particular, in all accredi-
tation policies, work placements or WIL are optional; with the focus on ‘practical’ experi-
ence, which is not conceptually well-defined, as demonstrated again in the RTPI (2012b)
accreditation policy which expects planning programmes to establish relationships with
professional planners and provide a variety of practical experience opportunities (possibly
practicums) which may result in ‘professional placements’ (Brown, 2009).
492    J. Rosier et al.

The USA’s Planning Accreditation Board (PAB) standards detail that ‘guest speakers,
adjuncts and lecturers should be individuals with professional involvement and status to
effectively add perspectives from the planning practice and other related specialties’ (PAB,
2012, p. 5). There is no reference to student reflection on the ‘added perspectives’. PAB policy
does not require work placements, suggesting that planning programmes facilitate student
engagement in the profession through participating in American Planning Association
activities, and through ‘internships, community-based planning activities, or project expe-
riences that develop their skills as planners’ and instil a positive attitude to CPD (Fischler,
2012, p. 146; PAB, 2013b, p. 11).
Further, one of the evaluation criteria used by Canada’s independent Professional
Standards Board, requires that planning course content ‘provide sufficient coverage of the
functional and enabling competencies to allow students to enter the planning profession
with a broad base of understanding of what planners do’ (CIP, 2013, p.7). As in the USA, the
accreditation process does not focus on methods of delivery, leaving those considerations
to the individual programmes to decide.
The Planning Institute of Australia (PIA) is concerned about measuring how well students
understand the needs of professional practice gained through work experience and other
forms of WIL. While work placements are not mandatory, they do require justification of
how ‘work-related competencies’ are gained as explained below:
Practical experience can be gained through a variety of methods. These include practical
studies of a supervised nature, structured workplace placements, or appropriately supervised
project involvements.

The Policy recognizes that there is no single ‘model’ of practical experience.… The Policy looks
to ensure that planning programs have a clear and well-reasoned structure and approach to
practical work. Where professional work experience is a formal requirement of a qualification,
the Visiting Board will evaluate the quality and supervision of the work experience. Where a
program does not include a formal requirement for professional work experience, the Visiting
Board will consider prepared, supervised, and reflective work-integrated learning that forms
part of the educational curriculum to demonstrate how skills, knowledge and competencies
obtained through work experience are acquired.’ (PIA, 2011, p. 8)
Therefore, richer accreditation measurement schemes that go beyond description of faculty
characteristics (research output and practical experience), including numbers and satisfac-
tion of students would be useful, especially if planning programmes can provide evidence
of how theory and practice are linked through learning and teaching activities (Biggs &
Tang, 2007; Stifel et al., 2008; Frank, 2010).

3.  Part two: the case studies

3.1. Methodology
The second phase of the project used a case study approach. We draw here from a larger
study involving five universities and 17 case studies (Baldwin et al., 2014), to focus on
two different examples of WIL activities. The two examples selected are Edith Cowan
University (ECU) in Western Australia and the University of the Sunshine Coast (USC) in
Queensland. The ECU case study focuses on a ‘Day in the Life of a Planner’ while the USC
case study relates to the ‘160 h practicum’. In both cases, students were placed in a range
 Planning Practice & Research   493

of workplaces, including state and local government planning departments and private
practice consultancies.
At ECU, students prepare for their experience shadowing a planner, called ‘Day in the
life of a planner’, by preparing their Curriculum Vitae and letter of introduction. The ECU
experience enables students to see what planners do in their day-to-day work—providing
students with an opportunity to understand the future demands of their career. Students
experience a range of planning activities with some being asked, for example, to take an
active, guided, role in processing development applications and the production of struc-
ture plans. Other students are less directly engaged in experiencing planning processes by
sitting in on meetings discussing development applications with planners and members of
the public. ECU planning students were placed with a variety of planning organizations.
Whilst most ECU student planners found placements with a local government planning
department, others found positions in the State Government Department of Planning or
in private planning consultancies.
At USC, the unpaid 160 h practicum is the culmination of a scaffolded approach to studio
projects and WIL. In the first three years of the programme, students learn academic skills
and knowledge which are then applied in projects of increasing complexity and greater
involvement with practitioners and the community. The fourth-year studio which is com-
pleted in the semester before the practicum, focusses on a different community issue each
year. Students commence the practicum course with an intensive two day block of learning
in which planning practitioners representing state and local government and consultancies,
talk about their work, office practice and the expectations of students. Before their practicum
starts, students develop a set of criteria as the basis of their learning journal in which they
link experience back to theory and reflect on their experience. Table 1 outlines the case
study in terms of assessment, duration and considerations for implementing the activity.

3.2.  Student and employer feedback on work placements

In addition to the formal assessment of university learning outcomes in both case studies,
students completed an evaluation survey enabling them to reflect on their experiences against
Baldwin and Rosier’s (2009) ELIP principles (Purposeful, Student-Centred, Application of
theory/classroom knowledge, Real-world context, Guided practice, Reflection, Evaluation
and Community/University partnership). The ECU case study was carried out over two
successive years with approximately 20 students being involved. Student feedback is very
positive with many students stating how beneficial the ECU unit was to their understanding
of how the planning system works in Western Australia and confirming that planning is
the career they wish to enter. A number of students state that this was the best unit they
have experienced in their degree programme, due to their interactions with professional
planners, their increased understanding and awareness of the planning profession, and the
ongoing support from ECU academics involved in coordinating and delivering the unit.
Support from government and private practice was substantial, particularly from individuals
and organizations in the City of Joondalup local government area where the ECU Centre
for Planning is located. As a result of feedback from students and planning organizations,
the placement was changed to a minimum of three days from 2014. In addition, the unit
was moved from the fourth year of studies to second year so that students gain a better
understanding of the realities of the planning profession earlier in their degree programme.
Table1. Edith Cowan University (ECU) and University of the Sunshine Coast (USC) case studies.
Criterion ECU model
Duration of WIL One professional day
Assessment methods Pre-Placement—CV and Letter of Introduction
During the placement students may keep a diary or video their experience
Post Placement—students are required to make a video/poster about their placement, give
a 10 min presentation to others in the class and submit a reflective journal describing their
thoughts and experiences
Professional planners hosting the student give confidential feedback about the student’s
performance
Student and employer All students recognized that value of WIL is their opportunity of applying knowledge and
feedback theory gained in the classroom to real-world planning activities. Students recognized that a
foundation of knowledge and theory is essential but a work placement can bring the subject
to life as explained by one student: ‘Practical work is far better for learning than any study I’ve
done. It’s made me very confident in approaching organizations and producing professional
CVs and letterwriting’
All students acknowledge the benefits of applying planning knowledge gained in the classroom
to real-world applications. However, the development of interpersonal skills and networking
opportunities were also stressed as highly important by students and employers. One graduate
who had volunteered to host a student stated ‘This unit got me my current job. Well done’
Employers are willing to give generous support in hosting ECU planning students in order to fulfil
the requirements of the unit. A number acknowledged the resource and time implications of
hosting a student and that more advanced warning would be advantageous given potential
budgetary implications
Considerations for ECU has now changed the one day experience to a minimum of three days because feedback
developing the indicated one day is insufficient to provide a detailed overview of the range and diversity of
experience activities and practices taking place
Considerable work is required by students in developing their portfolio of CV, letters of
introduction, etc. Students need to act professionally and develop a realistic timeframe to
complete all assessment components
Criterion ECU model
The management and administration involved with organizing ‘employers’ is considerable and
should not be under-estimated. Course coordination is best undertaken by an experienced,
ongoing academic rather than a sessional or contract academic staff member
Building ongoing relationships with private and public sector ‘employers’ is invaluable. Private
and public sector ‘employers’ also may gain benefits from hosting a student, such as identifying
a potential employee
494 
USC model
160 h (4 weeks)
Pre-placement—set of theoretical criteria to guide reflection about practicum
experience
During the 160 h practicum—completion of a reflective journal using
theoretical criteria developed before the practicum
Post placement—presentation and participation in a class group discussion
about their experiences
  J. Rosier et al.
Practitioners answer two questions re student’s performance: Did he/she fit
into the team? Where the gaps in his or her knowledge which should be
addressed in the programme? Responses are confidential
Students working in Council offices expressed surprise at the number of
meetings planners attend and the degree to which they need to be able to
make quick decisions
Students observed how their mentors managed community relations, especially
where the planner has no formal authority
In the student focus group discussions, students agreed they were well
prepared to go out into planning offices—only three students felt they were
unprepared—the main reason was that it was three years since they had
completed the Planning Law course, and they were concerned that they were
not up-to-date with current planning legislation
Employers generally believe that all students fitted into the office environment
well. Three employers found it difficult to identify what students knew about
the Development Assessment process. Three employers offered to support
planning students seeking to do research projects and other group projects
in the programme
Duration of the placement is important. However, longer placements are not
always possible
Need to have a range of potential placements organized before the start of
semester. The USC experience is that small planning consultancy groups may
not be able to take a student every year
Provide student support with cover letters, CVs and guidance about workplace
behaviour. USC students sign an agreement that they will conform
USC model
To the PIA code of Conduct while in a planning office
Be explicit about what is required in the portfolio and reflective journal
Ensure that non-government agencies are offered opportunities to mentor
students and participate in the pre-practicum student briefings
Acknowledge that employers may face substantial time and resource
commitments in the practicum. USC provides a certificate of appreciation
which may be used by Planning Institute of Australia (PIA) members to claim
extra continuing professional development (CPD) points
 Planning Practice & Research   495

The USC practicum was evaluated over three years with approximately 40 students taking
part in the practicum course during that period. Company/government/non-government
organization mentors receive guidance about their roles, and the University (responsible
for student health and safety insurance) is required to assess the risks to students in offices
while carrying out the practicum. In addition to reflection about the application of theo-
retical knowledge and skills, the USC learning outcomes for the course focus the planning
graduate attributes desired by prospective employers. These generic skills such as commu-
nication, teamwork, time and personal management, critical thinking skills, collaboration
and managing networks are refined through application in real situations, with appropriate
reflection following the experience (Booher & Innes, 2002; Seltzer & Ozawa, 2002; Stubbs
& Keeping, 2002; Biggs & Tang, 2007; Frank, 2010).
USC student feedback about going into an office is generally very enthusiastic. In one
student focus group (2013 Group of 18 students), students generally agreed they were well
prepared—only three students felt they were unprepared because it had been three years
since they had completed the main Planning Law course, and they were concerned that
they would not be up-to-date with current changes to planning legislation. This was not a
problem once students commenced work. Students overwhelming believe this was the best
experience of their degree.
One USC student spoke about placement in a community environmental group.
I was working with a community planner, who was working on an advocacy project. She used
informal power and her personal influence very effectively in achieving project outcomes –
important because she had no formal authority such as a planning scheme or Council decision
behind her. She also managed group discussions (framing for good outcomes), preparing
groups beforehand and ensuring the conversations remained neutral in discussing potentially
conflicting issues.
Another student was placed in a Council office and was offered a permanent position. She
was surprised at the number of relationships a planner had to juggle in the office.
I am primary contact officer for four areas of work on the Coast. Trying to please Minister’s
office, community and other stakeholders – time management is a huge problem.

Relationships to other offices is huge now – proactive – find your own way and I attend a lot
of meetings. Need guts to make a call on something when you don’t have enough information.
Employers have now supported the USC programme for four years and generally believe
that all students fit into the office environment well. Three employers found it difficult to
identify what students knew about the development assessment process. While only one
employer suggested a programme change to increase recreation planning, a number of
employers have noted that all students required more training once they were placed in
an office, whatever education they have received. Three employers offered to support USC
undergraduate planning students seeking to do research projects and other group projects
in the programme.
Both the ECU and the USC models of work placement are successful because local
practitioners are enthusiastic about being involved in the education of future planners. In
both cases, students were highly motivated about the planning activities undertaken, such
as strategic plan production, assessing development applications or being more ‘hands-off ’
and simply watching the process involved.
496    J. Rosier et al.

4.  Conclusions: suggestions for change in planning education

Based on the outcomes of this project the ELIP research team believes EL should be an
integral element in each year of an accredited planning programme. Thus, in seeking pro-
fessional accreditation, a university needs to demonstrate how it is using EL across the
four-year programme, with courses in each year, exposing students to more increasingly
complex real-world experiences, preparing them for success in a WIL experience. EL could
be evidenced through a range of activities, from guest lectures, field trips, role-plays and
design studios related to a ‘real’ site or client. While study tours or international field trips
would not be mandatory, their value as a transformative experience should also be recog-
nized. Early in a planning degree, for example, EL could include shadowing a professional
planner for a few days, or experiencing a ‘Day in the Life of a Planner’. The culmination of
an EL approach to learning and teaching might be a latter year structured work experience
under the guidance of a professional planner, accompanied by formal assessment against
learning outcomes.
Our research reinforces the critique that developing effective EL activities does take
additional time and effort by planning educators. If this fact is not recognized in univer-
sity workload calculations and the planning profession’s accreditation processes, then the
uptake and integration of the EL approach into an undergraduate planning curriculum
will be difficult to implement. In a scaffolded approach to education, implementation of
an EL approach is complementary to the delivery of specialized academic knowledge and
skills. The design of experiences in studios and other practical projects can enhance under-
standing and application of theoretical concepts, analytical methods and other disciplinary
knowledge. The EL approach may be useful in facilitating an ongoing attitude of reflection
on practice—useful for ‘life-long’ learning.
Further, if assessment of the work place experience includes reflection about the appli-
cation of academic skills and knowledge as one of the learning outcomes, there will also
need to be greater liaison between the academic coordinator of the course/unit and the
planning ‘employer’. Student learning depends on their being given planning tasks and not
simply being used as office people (e.g. photocopying). This research has focused mainly
on application of experiential learning in four-year accredited undergraduate planning
programs. Further research is needed to understand how experiential learning may be
applied in postgraduate planning programmes which are up to two years in duration. This
places additional pressure on academic ability to scaffold experiential learning, particularly
if students are studying part-time.

Acknowledgement
The views in this project do not necessarily reflect the views of the Australian Government Office
for Learning and Teaching.

Funding
Support for this project has been provided by the Australian Government Office for Learning and
Teaching.
 Planning Practice & Research   497

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