the education for practice institute - Charles Sturt University

DIRECTOR’S REPORT
Charles Sturt University (CSU) is committed to the provision of high quality
education for the professions. To achieve this goal the University established
The Education for Practice Institute (EFPI) in 2007 to pursue the expansion
and enhancement of practice-based education in CSU programs.
The first year of operation of EFPI was a productive one. Setting up a new
Institute at CSU was an exciting time of growth and networking. The
following major activities were implemented:
The operating system and infrastructure of EFPI was established.
A management committee was appointed to work with the Director in
operating the Institute. The management committee met on three
occasions for intensive planning summits and on numerous occasions in
relation to specific projects and tasks.
A website was set up for EFPI:
http://www.csu.edu.au/division/landt/efp/index.html
A strategic plan for 2007 was developed.
Four portfolios were set up to manage activities in EFPI’s key areas of responsibility.
External connections were made with Australian Collaborative Education Network (ACEN) and World
Association for Cooperative Education (WACE). Staff became members of both bodies.
An Advisory Board was established and staff from a number of stakeholder groups at CSU were invited
to be members. The Advisory Board met twice by teleconference in 2007.
Working relationships and collaborations were established with various groups, particularly CSU’s
Professional Experience Network.
The Director attended the Vice-Chancellor’s Forum to discuss the 2009 AUQA Audit.
EFPI established working relationships with colleagues across the University.
A program of seed grants was set up to promote research in practice-based learning.
RHD students supervised by EFPI staff were recruited and enrolled at CSU.
A program of research and scholarship was established.
Major difficulties/challenges faced during 2007 included:
IT connection to the main CSU system was not possible so alternative non optimal strategies were set
up.
Large volume of paperwork was required in relation to setting up new systems/staffing reviews etc.
Staff faced a step learning curve in relation to all new systems.
Office space limitations.
Note: Professor Higgs and other staff have dual responsibilities to EFPI and RIPPLE (The Research Institute for
Professional Practice, Learning & Education). Some activities and outcomes presented in this report relating to research
and scholarship overlap these dual roles.
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Professor Joy Higgs,
Director