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Guidelines for practice: Integrating practice-based experiences

Professor Stephen Billett

These guidelines aim to assist people teaching in higher education to make decisions about organising and integrating their students’ experiences in practice settings (ie workplaces) to support their students to develop the capacities for making smooth transitions to their selected occupations upon graduation and be effective in those roles.

The guidelines are derived from a synthesis of the findings from 20 projects across six Australian universities that sought to improve students’ learning experiences through the provision of practice-based experiences. The projects comprised the ALTC National Teaching Fellowship ‘Curriculum and pedagogic bases for effectively integrating practice-based experiences within higher education’.

The guidelines focus on: 1. purposes for organising and integrating experiences; 2. key learning outcomes; 3. key considerations for providing practice-based experiences; 4. different ways of providing practice experiences for students; 5. sets of principles and practice associated with organising those experiences (ie curriculum); and 6. enriching them (ie pedagogic practices).

Click here to download the Guidelines for practice: Integrating practice based experiences.

Post-practicum project overview

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Final report: Augmenting students’ learning for employability through post-practicum educational processes

This report elaborates the processes and outcomes of the Office of Learning and Teaching grant ‘Augmenting Students’ Learning...

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Stephen Billett
About Professor Stephen Billet

Dr Stephen Billett is Professor of Adult and Vocational Education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia and a National Teaching Fellow and Australian Research Council Future Fellow. After a career in garment manufacturing, he has worked as a vocational educator, educational administrator, teacher educator, professional development practitioner and policy developer in the Australian vocational education system and as a teacher and researcher at Griffith University.

Since 1992, he has researched learning through and for work and has published widely in fields of learning of occupations, workplace learning, work and conceptual accounts of learning for vocational purposes. He is a Fulbright Scholar (1999), National Teaching Fellow (2008-2010), and Australian Research Council Future Fellowship (2011-15). In 2013, he was awarded an honorary doctorate by Jyvasksla University (Finland) and another by the University of Geneva in October 2020, elected Fellow of the Academy of Social Sciences of Australia in 2015, Honorary lifetime membership of the Australian Co-operative Education Network, 2018, and appointed as an Honorary Research Fellow at Oxford University in 2019 and holds adjunct appointments at the University of Stavanger (Norway) and University West (Sweden). He currently leads research projects in Australia, Singapore and Norway funded by national granting bodies, governments and global agencies.