GETTING YOUR ACTS
TOGETHER
KEY WORKPLACE LEARNING POLICY ISSUES
This document was prepared by EFPI.
Reference for this brochure:
EFPI (2012) Getting your Acts
Together, The Education For Practice
Institute, Charles Sturt University,
Sydney (Version 1: June, 2012)
GETTING YOUR ACTS TOGETHER: KEY WORKPLACE LEARNING (WPL)
POLICY ISSUES
By Edwina Adams and Frances Colquhoun
HOW can this brochure help you implement WPL at CSU?
This brochure outlines some distinct issues surrounding this workplace learning. It particularly outlines
how legislation, policy and standards apply when planning and implementing workplace learning in the
curriculum.
Definitions
The Education for Practice Institute (CSU) definitions of practice-based education (PBE) and
workplace learning (WPL) are provided to set the context for workplace learning.
Practice-Based Education refers to grounding education in strategies, content and goals that direct
students’ learning towards preparation for practice roles post graduation. PBE includes curriculum,
subject, stream and activity level approaches such as goal setting and curriculum design as well as
workplace learning induction and placements. PBE can occur in on-campus, workplace, distance and
e-learning components of curricula. (CSU Academic Senate Sept 2010).
Workplace Learning is part of PBE. The term WPL refers to the learning and teaching components
of curricula that occur in real world contexts of practice (including off-campus practicums, on campus
synchronous and asynchronous access of real world workplaces, excursions, and university clinics,
studios and farms). Such activities ground the learning of students in the realities of their workplaces
and communities of practice in preparation for their practice roles and responsibilities and for the
expectations of their professions, occupations and workplaces. Workplace learning, also known as
work integrated learning, practicums and professional practice, professional experience, internships,
intramural and extra-mural placements, fieldwork and clinical placements, allows students to learn
through direct implementation of their professional roles in real workplace settings. Workplaces may
encompass on-campus and off-campus facilities. Commonly such learning involves supervision to
provide safeguards and ensure duty of care towards clients and students. (CSU Academic Senate
Sept 2010)
WHAT unique challenges does WPL pose?
Workplace learning as a teaching strategy comes with unique challenges to those organising and
managing the program of learning.
Variability

When learning is situated in the workplace there is variability in the student experience that
does not typically exist in more traditional learning settings such as face to face or online
learning. For instance, students participating in a work placement situated in a small private
site will be exposed to and learn different aspects of practice as compared to those situated in
a large multi-national or government site. It is important when coordinating a subject with
workplace learning that students receive a quality learning experience and that the variability
of experiences does not adversely affect learning. Variability does of course mirror real
practice and is therefore a positive part of the overall learning experience and should be used
to maximise learning.

Assessment when conducted in the workplace is more complicated because of the variability
in students’ levels of prior work experience, assessors and assessment opportunities.
Risk

Due to the potential for complications, it is extremely important to guard against the
possibilities of disadvantage to the student in their learning and assessment.

There can be higher levels of occupational health and safety (OHS) risk inherent in some
work practices and locations and more preparation of the student is required to avoid harm to
themselves, the workplace and its clientele. For example there is potential for a veterinary
science student to sustain an injury from an animal, or a pharmacy student to be exposed to
an armed hold-up in the pharmacy.
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
WPL can challenge the student immensely by taking them to a new physical and cultural
environment for a block of time. Students must very quickly establish coping mechanisms in a
new environment. If students don’t adapt easily to this shift, it can have an adverse effect on
their learning. The university has responsibility for the preparation and debriefing of students
for WPL.

Students can easily become disadvantaged in assessment when clear marking criteria are not
established and assessors are not appropriately trained and supported to use them.
Partnership in Learning

The work placement can be perceived by students and sometimes other parties as unpaid
labor. The emphasis of the work placement (university-industry partnership) must remain on
student learning.

Paid WPL positions the employer as accountable for the student’s time in the workplace.
Unpaid WPL maintains the university’s position as the accountable organisation. In some
disciplines and contexts (particularly internationally) there can be requirements around
remuneration for either the students or the workplace supervisors and assessors. This adds
another level of complexity to the learning environment.
HOW does policy help in implementing WPL?
A broad range of requirements often mandate aspects of WPL requiring university staff to keep up-todate with relevant federal, state and discipline-specific (professional) requirements. Legislation and
policy have a key role in reducing risk.
Many universities in Australia have a policy guiding the structure and implementation of WPL because
of the breadth and shifting nature of these requirements. CSU has a WPL Policy under development;
this Policy should be in place by late 2012. At the time of developing this brochure three of the four
Faculties at CSU have a WPL Sub Dean (or equivalent name). The WPL Sub Deans (or equivalent)
are responsible for the quality of workplace learning and teaching within the Faculty. The WPL Sub
Deans co-ordinate faculty policy with the aim of improving the quality of WPL.
Table 1 provides examples of how policy governs the actions which you take to manage an issue in
WPL.
Table 1: Examples of policy governing practice
Question
Policy / Rule / Regulation
What rules govern removing a student
from placement?
Academic Progress Regulations
http://www.csu.edu.au/acad_sec/academicmanual/docs/i1.pdf
How long is the National Police
Certificate in force for students to attend
placements?
Section 1.5 NSW Health Student Clinical Placement in
NSW Public Health Facilities Guidelines for Tertiary
Institutions
http://www.health.nsw.gov.au/resources/jobs/student_clear
ance/pdf/S1.pdf
What are the responsibilities of Tertiary
Institutions when placing students in
NSW Health facilities?
Section 5 NSW Health Student Clinical Placement in NSW
Public Health Facilities Guidelines for Tertiary Institutions
http://www.health.nsw.gov.au/resources/jobs/student_clear
ance/pdf/S1.pdf
WHAT is the difference between Legislation, Policies, Procedures and Guidelines?
Legislation is law enacted by legislative bodies and takes precedence over University policies and
procedures.
University policies, procedures and guidelines constitute a hierarchy of documents that inform and
guide University decision-making and action.

Policies set out the principles or standards of conduct that must be observed by staff (and,
where relevant, students) in making decisions, participating in University activities or
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performing functions related to the University. The purpose of policies is to reduce risk to the
university’s reputation, risk to the workplace and risk to the students’ learning.

Procedures set out the individual steps which you must follow to carry out policy.

Guidelines provide detailed advice or guidance to assist staff in implementing the University’s
policies or procedures.
WHAT are the CSU Administration and Academic Manuals?
The Administration Manual is the sole authoritative source of official administrative policies,
procedures, guidelines and forms of the University. The Administration Manual is a companion to the
Academic Manual which is an equivalent authoritative source of academic and research policies and
regulations (http://www.csu.edu.au/adminman/).
WHAT are the key CSU policies in the Administration and Academic Manuals governing WPL?
Governance policies are approved by the Council (including policies with respect to Risk
Management) whereas operational policies are approved by the Vice Chancellor. Observance of
policies is mandatory. (Source: CSU Administration Manual Guidelines for preparation, policies,
procedures and forms)
Table 2: Key CSU Policies / Regulations
Academic Progress Regulations
http://www.csu.edu.au/acad_sec/academicmanual/docs/i1.pdf
Assessment Information
http://www.csu.edu.au/acad_sec/academicmanual/docs/g1.rtf
Student Academic Misconduct Policy
http://www.csu.edu.au/acad_sec/misc/
CSU Student Charter (memoranda of
agreement)
http://www.csu.edu.au/student/charter/
CSU Privacy Management Plan
http://www.csu.edu.au/adminman/tec/INF42.rtf
Privacy a brief summary
http://www.csu.edu.au/adminman/tec/INF41.rtf
Procedures for implementing
reasonable adjustments for students
with a disability
http://www.csu.edu.au/adminman/stu/procedure-reasonableadjustment-students.pdf
OHS Policy
http://www.csu.edu.au/adminman/hum/ohs-policy.docx
Division of Finance – Insurance
information for staff and students
http://www.csu.edu.au/division/finserv/insurance/index.htm
Records Management Policy
http://www.csu.edu.au/adminman/tec/Records%20Mgt%20P
olicy_290306.doc
Risk Management Policy
http://www.csu.edu.au/adminman/gov/policy-riskmanagement.pdf
Student General Misconduct Rule
http://www.csu.edu.au/adminman/stu/STU01.rtf
TRIM Access and Security Policy
http://www.csu.edu.au/adminman/tec/policyTRIM%20access%20and%20security.pdf
WHAT are some key legislative requirements I should consider?
Courses that include WPL subjects must be informed by the legislative requirements that impact on
the implementation and management of WPL
Please note that only Commonwealth and New South Wales legislation are included in this document.
CSU Policies should reflect NSW legislation. However, when students are placed in other states or
overseas, they have to comply with the legislation in that State or country. It needs to be recognised
that CSU can be sued under the laws of the state/country where the student has been placed.
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Table 3: Key legislation
Anti Discrimination Act 1977 (NSW)
http://www.austlii.edu.au/au/legis/nsw/consol_act/aa1977204/
Children and Young Persons Care
and Protection Act 1998 (NSW)
http://www.legislation.nsw.gov.au/fullhtml/inforce/act+157+199
8+FIRST+0+N
Disability Discrimination Act 1992
(C’wealth)
http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/
Disability Standards for Education
Act 2005 (C’wealth)
http://www.ddaedustandards.info/
Fair Work Act 2009 (C’wealth)
http://www.fwa.gov.au/index.cfm?pagename=legislationfwact
Government Information (Public
Access) Act 2009 (NSW)
http://www.legislation.nsw.gov.au/sessionalview/sessional/act/
2009-52.pdf
Health Practitioner Regulation
National Law Act 2009 (C’wealth)
http://www.ahpra.gov.au/documents/default.aspx?record=WD
10%2f1563&dbid=AP&chksum=b1YsKvtKyhHdnDKio5ERFA
%3d%3d
Health Records and Information
Privacy Act 2002 (NSW)
http://www.austlii.edu.au/au/legis/nsw/consol_act/hraipa20023
70/
Higher Education Support Act 2003
(C’wealth)
http://www.comlaw.gov.au/Details/C2010C00784
Higher Education Support Act 2003 Administration Guidelines
(05/09/2005)
http://www.comlaw.gov.au/Series/F2005L02593
Occupational Assessment,
Screening & Vaccination Against
Specified Infectious Diseases
(NSW)
http://www.health.nsw.gov.au/archive/policies/PD/2007/PD20
07_006.html
Privacy and Personal Information Act
1998 (NSW)
http://www.lawlink.nsw.gov.au/lawlink/privacynsw/ll_pnsw.nsf/
pages/pnsw_03_hripact
State Records Act 1998 (NSW)
http://www.austlii.edu.au/au/legis/nsw/consol_act/sra1998156/
Work Health and Safety Act 2011
(WHS Act) (NSW)
http://www.legislation.nsw.gov.au/maintop/view/inforce/act+10
+2011+cd+0+N replaces the OHS Act 2000.
HOW do the P&PBE Standards help WPL?
The professional and practice-based education standards were accepted by Academic Senate
September 2010. These standards provide benchmarks for good practice and are a means by which
to conduct a risk analysis for a continuous quality improvement cycle in the curriculum. See
http://csusap.csu.edu.au/~jhiggs/documents/2011_PPBE_Standards.pdf.
HOW has this brochure helped?
Administration and Academic Staff involved with WPL are required to be aware of and comply with a
range of rules, regulations and policies. This requirement adds a level of complexity to the learning,
teaching and management of WPL subjects. This brochure provides a starting point in raising
awareness of these important issues.
This brochure has been informed by the EFPI Teaching Fellowship Project conducted by
Associate Professor Wendy Bowles and the EFPI led development of a CSU WPL Policy.