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Policy Number: 3.40.5
Contact Officer: Senior Manager, Academic Administration
Date Approved by Senate: 27/7/2006
Date last Amended: 01/09/2005
Date for Next Review: 27/7/2009
Related Policies: 1.60.7
Overview
1. Introduction
1.1 Placement courses are those that give students practical experience in the application of theoretical concepts and knowledge, and are generally designed to enable students to practise the skills of the profession in a real-life setting. Placements generally occur in an authentic work environment, and usually at an organisation external to the University.
1.2 The following statement is designed to assist in the development and administration of placement courses and to provide guidance to placement participants on matters of policy and procedure. It is recognised that there will be instances where some of the provisions in the following statement (in relation to supervision arrangements or the conduct of assessment) will not apply.
Description
2. Definition
2.1 For the purposes of this policy, a placement course – also known as work placement, internship, industry study, clinical practice, practicum, fieldwork, clinical placement, practical work, teaching practice or industry experience – is a course or a component of a course or another activity which satisfies all the following criteria:
- the course/component/activity either
- generates credit which counts towards a program’s total credit requirements; or
- is a milestone (i.e. it does not generate credit but nevertheless is a requirement for successful completion of a program).
- the course/component/activity is usually undertaken in an organisation (the placement organisation) outside the University of Queensland (UQ).
- the course/component/activity involves regular and planned supervision and instruction of the student.
- the supervision and instruction are undertaken by a member of UQ staff or by a person funded by UQ; or
- the supervision and instruction are not undertaken by a member of UQ staff nor by a person paid by UQ to undertake such supervision, in which case the supervision and instruction are undertaken in accordance with guidelines agreed between UQ and the placement organisation. In this case, there will be ongoing and regular input and contact between the student and UQ staff.
- the placement undertaken by the student in the placement organisation involves the use of skills and knowledge relevant to the program for which the course/component/activity generates credit or for which the course/component/activity is required to complete a specific program requirement.
- the student may or may not be concurrently employed by the organisation in which the course/component/activity is undertaken.
3. Placement Participants
3.1 Students
Students in all faculties participate in placement courses. In many programs a period of placement external to the University environment is compulsory, especially in those programs where, in order to practise professionally in the discipline upon graduation, students must have practical experience in the application of theoretical concepts and knowledge. However, some placement courses are elective, and are usually offered as part of a generalist program such as an Arts or Science degree.
3.2 The Placement Organisation
Placements are usually undertaken at organisations external to the University. The placement organisation agrees to supervise placement students, and oversee their work and progress throughout the placement.
3.3 Placement Supervisors
It is expected that the placement organisation will provide a member of staff to supervise each student and be available for regular feedback sessions. Placement supervisors should be adequately briefed by the relevant school in the supervisory requirements of the placement, and should be given copies of all documentation regarding the placement. In some instances the placement supervisor will be involved in assessment of the student’s performance, in which case they should be given a briefing on the academic assessment standards and procedures.
3.4 The University
The University, through its schools, has a key role in developing and administering placement courses. The University must ensure that an appropriate placement is obtained for all students undertaking the course and that both students and the placement organisation have been provided with the appropriate literature and documentation. As well, the University should nominate an academic supervisor from the school to monitor the progress of students and liaise with the organisation’s placement supervisor.
3.5 Expectations and Responsibilities of Placement Participants
The document “Expectations and Responsibilities of Placement Participants” ( Appendix 1) outlines the various rights and responsibilities of each of the participants in the placement process. Schools should adopt this document’s principles and add, where appropriate, those expectations and responsibilities which relate specifically to placement experience in their field of study. Schools are responsible for ensuring students and placement organisations are aware of this document and its principles.
4. Placement Courses
4.1 Use of Best Practice Principles in Development
The following best practice principles are guidelines for the development, administration and review of placement courses, and should be adopted by faculties and schools:
- close and obvious relationship between the theoretical and practical components of a course/program
- a clearly defined set of core competencies
- adequate preparation for supervisors and students
- thoughtfully planned learning experiences
- best practice in assessment
These principles are further explored in Appendix 2.
4.2 Unit Values of Placement Courses
A unit value must be allocated to each stand-alone placement course that generates credit towards a program’s total credit requirements. The amount of credit attached to placement courses should be established through close examination of:
- the aims and objectives of the placement,
- the length of time of the placement, and
- the amount and type of assessment required.
4.3 Assessment of Placement Courses
4.3.1 Use of Criterion-Referencing
Students on placement should be assessed according to University assessment practices, using a criterion-referenced standards framework and normally a 1 – 7 grading scale. This framework should be provided to students and placement organisations in advance of the placement.
4.3.2 Use of non-graded Pass/Fail
In the following circumstances, it may be appropriate to use the non-graded pass (P) and the non-graded failure (N), rather than the 1 – 7 scale:
- if there is an essential level of competence which all students must attain, but either it is of little significance whether they progress beyond it, or the distance they have progressed beyond it may be very difficult or impossible to measure;
- the likely variability of the placement experience renders it inequitable to allocate numerical grades.
The allocation of a non-graded pass/fail to a placement component of a course does not preclude the allocation of a graded result to the course as a whole.
The exception to the use of pass/fail would be those courses in the final or honours year of a program which constitute more than one third of the units in that year and which, in accordance with Guidelines for the Award of University Medals, should be allocated a grade. This is to assist in the calculation of a grade point average for the award of Medals.
4.3.3 Conduct of Assessment
Assessment should be conducted either by University academic staff (e.g. the academic supervisor) or by the academic supervisor in conjunction with the placement supervisor. Assessment judgements should not be made by the placement supervisor alone. The School conducting the placement course should ensure the placement supervisor is fully conversant with the criteria and standards expected by the University. Supervisors should conduct regular feedback sessions with students and, should a student’s performance be unsatisfactory, alert the academic supervisor as soon as possible.
5. Dispute Resolution
If a problem arises for a student on placement, it is appropriate for the following method of dispute resolution to be used:
- In the first instance a meeting is held between the student, the placement supervisor and the academic supervisor.
- If mediation at this level is not successful, the case is referred to the appropriate Head of School.
- If the Head of School is unable to resolve the problem to the satisfaction of all parties, University grievance procedures, as set out in the Student Charter, will take effect. Students may also access the Human Rights and Equal Opportunity Commission or the Anti-Discrimination Commission.
Expectations and Responsibilities of Placement Participants:
1. Students
Expectations
Students expect to –
- have access to an appropriate range of learning opportunities including the opportunity to -
o participate in a broad range of organisational experiences
o participate in learning experiences that enable professional development
o have time for study, research and reflection
o receive regular feedback on progress
o meet the required learning objectives of the placement
o demonstrate the acquisition of relevant skills, knowledge and appropriate graduate attributes
- be provided with clear criteria for evaluation of placement assessment tasks
- be given appropriate supervision including -
o an academic supervisor from the University
o a placement supervisor who is appropriately briefed in the requirements of supervision
- be engaged with other placement organisation staff including -
o access to staff other than the placement supervisor, where appropriate
o to be provided with professional role models in the organisation
- be provided with appropriate support facilities and sufficient space to carry out their work
- be appropriately and adequately covered for personal injury while working at the placement organisation
- know in advance whether work-related costs are to be reimbursed
- be informed of the placement organisation's expectations including –
o legislative requirements
o occupational health and safety and security requirements
o other workplace policies and procedures
o their rights within the placement organisation
Responsibilities
Students will –
- participate fully in the learning process, taking initiative and responsibility for their own learning (this includes attending any briefing sessions required prior to the placement)
- uphold standards of professional behaviour
- be present during normal working hours and duties, as practised by the placement supervisor, or as negotiated prior to the placement
- take responsibility for their personal belongings
- immediately and courteously advise the placement supervisor and the academic supervisor of any difficulties associated with the continuation of the placement
- prior to the placement commencing, notify the faculty or school and the placement organisation of any pre-existing conditions that may impact on their placement, such as part-time work, personal commitments, health / disability issues
- where required, comply with the Commission for Children and Young People Act (2000) including –
- completing and lodging with the relevant faculty office the application form for a blue card one semester in advance of the commencement of the placement (unless the student is a commencing student in which case the application for a blue card should be made immediately upon enrolment);
- immediately informing the relevant faculty and the head of school if their application for a blue card is rejected;
- informing the Commissioner if their name or contact details change within 14 days of any change; and
- informing the University if they have a change in their criminal history
- adhere to any and all –
o legislative requirements
o occupational health and safety and security requirements
o other workplace policies and procedures
o confidentiality requirements
2. The University of Queensland
Expectations
The University expects –
- students to notify the faculty or school of any pre-existing conditions that might impact on their placement prior to commencing the placement
- students to be good ambassadors for the University and to uphold standards of professional behaviour
- assessment done by the placement organisation to be done in accordance with University assessment policies
- the placement supervisor to provide regular feedback on the student's work performance, including any difficulties experienced
- the placement organisation to provide students with an orientation to the placement including –
o legislative requirements
o occupational health and safety and security requirements
o other workplace policies and procedures
o confidentiality requirements
Responsibilities
The University will –
- brief each student prior to the placement
- provide both the student and the placement supervisor with appropriate documentation about the placement program, including assessment criteria and other relevant material, including UQ grievance policies and procedures
- provide an academic staff member (the academic supervisor) to liaise with each student and with the placement supervisor
- provide the student and the placement organisation with reasonable access to the academic supervisor
- undertake to negotiate reasonable adjustments to cater for students with special needs
- submit blue card applications completed by the student the semester prior to the commencement of the placement and determine if suitable alternatives are available to a student whose application for a blue card has been rejected
- provide personal injury insurance for students working at the placement organisation
3. The Placement Organisation
Expectations
The placement organisation expects –
- to be appropriately and adequately briefed by the University about the needs of students on placement and about the University's criteria and standards for assessment
- to be notified if students are unfit or unable to work at any stage of the placement
- students to fulfil all professional responsibilities and duties
- students to take all due care with the organisation's equipment and other property
- students to adhere to -
o legislative requirements
o occupational health and safety and security requirements
o other workplace policies and procedures
o workplace confidentiality requirements
- students, where applicable, to hold a blue card
- the University to provide students with public liability insurance coverage
- to be able to discontinue a student’s placement, provided set procedures of review and negotiation have been followed
Responsibilities
The placement organisation will –
- provide each student with –
- a placement supervisor
- professional role models
- regular supervision
- professional development opportunities
- assess students in conjunction with the University according to University assessment policies
- provide regular feedback on the student's performance to the student and the University
- give the student access to all necessary documentation, to enable completion of the placement
- provide all necessary infrastructure to allow the student to successfully complete the placement (e.g. office space, computer time, field transport, etc )
- notify the academic supervisor should any difficulties arise with the placement
- ensure students are made aware of -
o legislative requirements
o occupational health and safety and security requirements
o other workplace policies and procedures
o workplace confidentiality requirements
- provide workers compensation insurance for those students paid by the placement organisation
- adhere to the University's Privacy Management Policy particularly with respect to students' personal details
BEST PRACTICE PRINCIPLES FOR THE DEVELOPMENT AND ADMINISTRATION OF PLACEMENT COURSES
A close and obvious relationship between the theoretical and practical components of a course, as evidenced by:
- explicitly stated learning outcomes;
- a prominent and clearly defined rationale for placement courses;
- learning experiences which are planned to integrate the theoretical and practical elements of the course/program;
- reflection upon and articulation of the learning experience;
- quality monitoring of the learning process; and
- a comprehensive range of experiences related to the roles of practitioners in the profession.
A clearly defined set of core competencies, as evidenced by:
- a statement of core competencies relevant to the field of study;
- identification of both generic and discipline-specific competencies;
- inclusion of these core competencies in literature on the course; and
- assessment of student performance against these core competencies.
Adequate preparation for supervisors and students, as evidenced by:
- adequate preparation of students for the placement experience, preferably by the academic supervisor, including appropriate standards of professional behaviour;
- adequate training / briefing of supervisors, including:
o providing knowledge about institutional program goals, assessment modes and techniques,
o modelling appropriate professional behaviours,
o organising learning activities; and
- provision of briefing materials, for both supervisors and students, which explicate the expectations and responsibilities of each.
Thoughtfully planned learning experiences, as evidenced by:
- clearly defined aims and learning outcomes for the placement course;
- design and structure of the placement to address these aims and outcomes;
- integration of students into the work environment;
- active involvement of all students in learning opportunities;
- concurrence between academic instruction and workplace learning; and
- evaluation of the success of these experiences as stimuli for learning.
Best practice in assessment, as evidenced by:
- identification of criteria, derived from core competencies and expected learning aims and outcomes;
- description of standards of achievement in each criterion;
- use of criterion-referenced standards framework to assess student work;
- provision of this framework to both students and placement supervisors, prior to the placement;
- appropriate briefing in the levels of achievement and associated descriptors;
- appropriate range and spread of assessment tasks in each course;
- assessment by more than one assessor (e.g. by both placement supervisor and academic supervisor);
- award of final grade by the academic supervisor; and
- formative assessment practices where applicable.
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