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

摘要

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. It is these adaptive skills that appear to be of major interest to prospective employers too.