EDUCATION FOR
PRACTICE TOPICS:
5
Getting Your Acts Together:
Key Workplace Learning
Policy Issues
By Edwina Adams & Frances Colquhoun
Reference for this occasional paper:
Adams, E., & Colquhoun, F. (2013). Getting your Acts together: Key
workplace learning policy issues (Occasional Paper 5). Sydney: The
Education For Practice Institute, Charles Sturt University.
ISSN 2201-8395 (Online)
© EFPI
Contact details:
The Education For Practice Institute
Charles Sturt University – Sydney
Locked Bag 450
Silverwater NSW 2128, Australia
http://www.csu.edu.au/division/landt/efp/
[email protected]
This paper resulted from an EFPI Teaching
Fellowship project conducted by Associate
Professor Wendy Bowles.
HOW can this paper help you implement WPL at CSU?
This occasional paper outlines issues linked to the
implementation of workplace learning. It particularly outlines
how legislation, policy and standards apply when planning and
implementing workplace learning in the curriculum.
Definitions
CSU’s definitions of practice-based education (PBE) and
workplace learning (WPL) set the context for this paper.
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?
WPL as a teaching strategy comes with unique challenges for
people 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 other learning settings such as face-toface 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 multinational or government site. It is important when
coordinating a subject with WPL that students receive a
quality learning experience and that the variability of
experiences does not adversely affect learning. Variability
enriches learning and mirrors real practice and is
therefore a positive part of the overall learning
experience and should be used to optimise 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.
Risks
 Due to the potential for variability and real-world
complications, it is 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 and monitoring of the
student is required to avoid harm to themselves, the
workplace and its clientele. For example vet science
students could sustain an injury from an animal.

WPL can challenge students by taking them to new
physical and cultural environments for a block of time.
Students must very quickly establish coping mechanisms in
a new environment. If students do not adapt easily to this
shift, this can have an adverse effect on their learning. The
university has responsibility for the preparation,
supporting and debriefing of students with WPL.

Students can easily become disadvantaged in assessment
when clear marking criteria are not established and
assessors are not appropriately trained and supported to
perform assessments.
Partnership in Learning
 The work placement can be perceived by students and
other parties as unpaid labour. The emphasis of the work
placement and university-industry partnership agreements
must remain on student learning.

Agreements between the University and industry partners
to conduct WPL in industry workplaces means that
responsibilities are shared for such matters as learning,
practice, assessment and the safety of those involved. The
actual responsibilities can vary with such matters as
whether the WPL educator is paid by for teaching as well
as practice work. This adds another level of complexity to
the learning environment.
HOW does policy help in implementing WPL?
A broad range of requirements (legal, ethical, procedural) often
mandate aspects of WPL requiring university staff to keep upto-date 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. (Refer to CSU’s WPL Policy). At CSU the WPL
Sub Deans (or equivalent) have roles and responsibilities in
ensuring the quality of WPL in their faculty’s courses.
Table 1 provides examples of how policy governs actions to
manage issues in WPL.
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Table 1: Examples of policy governing practice
Question
Policy / Rule / Regulation
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_clearance/pdf/S1.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_clearance/pdf/S1.pdf
What rules govern removing a student from
placement?
Academic Progress Regulations http://www.csu.edu.au/acad_sec/academicmanual/docs/i1.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
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 that should be
followed to carry out policy.
 Guidelines provide detailed advice or guidance to assist
staff in implementing university policies or procedures.
WHAT are the CSU Administration and Academic Manuals?
The Administration Manual is the University’s authoritative
source of official administrative policies, procedures, guidelines
and forms. 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/academic-manual/docs/i1.pdf
Assessment Information
http://www.csu.edu.au/acad_sec/academic-manual/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-reasonable-adjustmentstudents.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%20Policy_290306.doc
Risk Management Policy
http://www.csu.edu.au/adminman/gov/policy-risk-management.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
Policy on Disability and Work/Study Adjustment
http://www.csu.edu.au/adminman/hum/DisabilityAdjustmentPol.pdf
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WHAT key legislative requirements should I 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 needs to comply with the laws of the state/country
where the student has been placed.
Table 3: Examples of 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.austlii.edu.au/au/legis/nsw/consol_act/caypapa1998442/
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 (NSW)
http://www.austlii.edu.au/au/legis/nsw/consol_act/hprnl460/
Health Records and Information Privacy Act 2002 (NSW)
http://www.austlii.edu.au/au/legis/nsw/consol_act/hraipa2002370/
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/PD2007_006.html
Privacy and Personal Information Act 1998 (NSW)
http://www.austlii.edu.au/au/legis/nsw/consol_act/papipa1998464/
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) replaces the
OHS Act 2000
http://www.legislation.nsw.gov.au/maintop/view/inforce/act+10+2011+cd+0
+N
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 occasional paper helped?
General 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.
Contact details:
The Education For Practice Institute, Charles
Sturt University – Sydney, Locked Bag 450,
SILVERWATER NSW 2128, Australia
http://www.csu.edu.au/division/landt/efp/
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