2008 initiative - Life - Charles Sturt University

CONTENTS 

Reference: Higgs J and the EFPI Team (2009), The 

Education for Practice Annual Report 2008, The 

Education for Practice Institute, Charles Sturt University, 

North Parramatta. 

Director’s Report ........................................................................................................................................2 

Introduction ...............................................................................................................................................3 

Mission and Roles ...................................................................................................................................... 3 

Goals of EFPI ............................................................................................................................................... 3 

Review of 2007 ........................................................................................................................................... 3 

CSU Networking.......................................................................................................................................... 4 

External Collaborations............................................................................................................................... 4 

Focus for 2008‐9 ......................................................................................................................................... 4 

Operating Structure.................................................................................................................................... 4 

Staffing ...................................................................................................................................................5 

Staff Profile 2008 ........................................................................................................................................ 5 

Key Staff Roles ............................................................................................................................................ 6 

Staff Appraisal and Development ............................................................................................................... 6 

Adjunct Appointments................................................................................................................................ 6 

2008 Strategic Plan and Action Framework .................................................................................................7 

Strategic Action Framework .......................................................................................................................8 

EFPI Portfolios and Project Groups............................................................................................................. 9 

Scholarship Portfolio Report .......................................................................................................................9 

Books and Chapters .................................................................................................................................... 9 

Papers and Conference Presentations...................................................................................................... 10 

Conference Presentations by EFPI Staff and Students ............................................................................. 10 

Research Portfolio Report......................................................................................................................... 12 

Research Projects and Grants................................................................................................................... 12 

Seed Grants............................................................................................................................................... 13 

ALTC Citation............................................................................................................................................. 13 

Consultancies............................................................................................................................................ 13 

Research Training Portfolio Report ........................................................................................................... 14 

Research Higher Degree Students ............................................................................................................ 14 

Training and Retreats................................................................................................................................ 14 

Education Portfolio Report ....................................................................................................................... 15 

Strategy .................................................................................................................................................... 15 

Education Development Projects ............................................................................................................. 15 

2008 Initiative: Teaching Fellowships ........................................................................................................ 16 

2008 Initiative: Global Alliances ................................................................................................................ 17 

CSU Global Alliance Development Scheme Awards.................................................................................. 17 

2008 Adjunct Appointments..................................................................................................................... 17 

Visits and Presentations by EFPI Staff and Students................................................................................. 18 

Visitors to EFPI .......................................................................................................................................... 18 

EFPI Colloquia at CSU with Global PBPL Partners ..................................................................................... 19 

2008 Initiative: Fieldwork Education Development ................................................................................... 21 

EFPI and PEN............................................................................................................................................. 21 

Profiling Fieldwork Education at CSU ....................................................................................................... 21 

Development of Fieldwork Education Programs, Policies and Infrastructure.......................................... 21 

EFPI Roadshow.......................................................................................................................................... 21 

2008 Initiative: Preparing for the 2009 AUQA Audit .................................................................................. 22 

Appendix 1 Advisory Board ........................................................................................................ 23 

Appendix 2 2008 Publications by the EFPI Team........................................................................ 24 

Appendix 3 2008 Conference Presentations .............................................................................. 27 

Appendix 4 Seed Grants ............................................................................................................. 30 

Note: Several staff members working at EFPI are also members of RIPPLE (The Research Institute for Professional Practice, Learning and 

Education). Some of the projects reported/planned in this document are collaborative EFPI/RIPPLE projects. 

1

DIRECTOR’S REPORT 

2008 was a year of expansion for The Education for Practice Institute (EFPI). 

In each of the Institute’s key portfolios (Research, Scholarship, Education, 

Research Training) substantial progress was made in pursuit of the Institute’s 

mission to advance the quality of practice‐based education at CSU. 

In the field of scholarship publications increased from 49 in 2007 to 119 in 

2008. Three books were published by the EFPI team and we were contracted 

to produce a book series for Sense Publishers around the theme of Practice, 

Education, Work and Society. A book currently in production in this series is 

titled Education for Future Practice. 

Primary educational targets met in 2008 were debates on education for 

practice, continued networking and working with schools and faculties, 

particularly in the development of fieldwork education. 

Multiple research projects and consultancies were conducted during 2008 and presentations of research 

findings were made at numerous conference in Australia and overseas. A highlight of the year was attendance 

by a group of EFPI staff and students, along with numerous CSU staff at the 2008 WACE (World Association for 

Cooperative Education) conference in Sydney. Key areas of research included fieldwork education, university 

clinics, fieldwork education management systems and training of fieldwork educators. EFPI’s seed grant 

program was successfully implemented again this year. 

The EFPI team has a growing number of PhD students and celebrated three graduations in 2008. We welcomed 

four new students. Training retreats for staff and students and mentoring of new supervisors formed a large 

part of the research training portfolio activities. The Australian Learning and Teaching Council awarded me a 

citation for two decades of exemplary contributions that blend personal and research capabilities development 

to postgraduate research training through supervision, mentoring, group learning and scholarship. 

In 2008 the regular roles of EFPI were combined with four major initiatives: 

a) commencement of a teaching fellows program. This has proved to be a rewarding innovation, an excellent 

opportunity for staff development and a rich avenue for expanding research and development into 

education for practice. 

b) global alliances supported educational exchanges, seminars, scholarly collaborations and visits by 

international colleagues to CSU and by EFPI staff and students to key international centres participating in 

practice‐based learning. Several CSU events with international visitors showcased the role of CSU and EFPI 

in promoting practice‐based education. 

c) fieldwork education development. Extensive work commenced on profiling fieldwork education as the first 

stage of establishing standards and internal benchmarking around practice‐based education. 

d) preparation for the 2009 Australian Universities Qualities Agency (AUQA) audit, particularly around Theme 

2 “Professional Education and Practice‐Based Learning”. 

Professor Joy Higgs 

Director, EFPI 

2

INTRODUCTION 

The Education for Practice Institute (EFPI) pursues the advancement of practice‐based education (PBE) 1 by 

promoting transformative change in relation to course and staff development, policies, procedures and 

infrastructure, research, scholarship, discourse and educational partnerships. Education for practice or 

practice‐based education involves promoting the preparation and matching of graduates for the world of work 

in society. 

MISSION AND ROLES 

The MISSION of the Institute is to advance the quality 

of practice‐based education at CSU. 

This Mission and the EFPI strategic plan aligns with the vision of CSU as outlined in the University Strategy 

2007‐2011 to be a national university for excellence in a) education for the professions and other occupational 

groups, b) strategic and applied research and c) flexible delivery of learning and teaching. 

To pursue this mission EFPI acts as a change agent at three levels – within, across and beyond CSU. 

This involves: 

Creating visions about education for practice 

Promoting system change to enhance education for practice 

Fostering quality in practice‐based education 

Constructing and disseminating discourse through research and scholarship 

Promoting staff development 

Reviewing and developing practice‐based education in curricula 

Promoting practice‐based education research and scholarship across CSU 

Reviewing and developing fieldwork management systems 

Enhancing education for practice in fieldwork education 

GOALS OF EFPI 

The GOALS of EFPI are to work with CSU staff, students and other stakeholders to: 

• develop and promote CSU as a national and international leader in professional education and education 

for practice that prepares students optimally for their practice roles after graduation 

• support the development within and across disciplines, of the capacity of CSU’s educational programs, 

teaching staff and general staff to enhance student learning and educational outcomes in preparing 

students for practice 

• advance research and scholarship in education for practice 

• advance policy, infrastructure, resource development and career development related to practice‐based 

education 

• promote effective collaborations among industry, academic and practice partners engaged in practice‐ 

based education, research and scholarship related to the core mission of the Institute. 

REVIEW OF 2007 

The first year of operation of EFPI was a productive one. Setting up a 

new Institute at CSU was an exciting time for growth and networking. 

Key activities included: 

• The operating system and strategic plan of EFPI was established 

involving a management committee, advisory board and 

operational portfolios – education, research, scholarship. 

• The staffing and infrastructure of the Institute was set up: offices, 

resources, website, communication 

• Networking and collaboration within CSU and beyond were 

pursued. In particular, a partnership with the Professional 

Experience Network was commenced. 

• A program of research and scholarship was established including 

research projects, research student training, seed grants, training 

of supervisors, workshops, retreats and mentorship. 

1 The terms Education for Practice and Practice‐Based Education are used synonymously 

EFPI 

George Brown Hall, North 

Parramatta Campus 

3

CSU NETWORKING 

Networking and collaboration with CSU and external individuals and groups continues to be a key aspect of 

EFPI operations. In addition to PEN, 2008 saw ongoing collaboration with Centre for Enhancing Learning and 

Teaching (CELT), the Flexible Learning Institute (FLI), the Research Institute for Professional Practice, Learning 

& Education (RIPPLE), the School of Community Health (where EFPI students are enrolled), the Centre for 

Ministry/School of Theology and members of the Learning and Teaching Committee as well as schools, 

faculties and sub deans in each of the four faculties. 

EXTERNAL COLLABORATIONS 

Key external collaborations and networking occurred with: 

• Australian Collaborative Education Network (ACEN) 

• Global alliances partnerships were established with colleagues at The University of Swansea and The Open 

University in UK. (See p.17) 

• Members of the World Association for Cooperative Education (WACE). A team of EFPI staff and students 

attended and presented papers at the 2008 WACE conference in Sydney. 

FOCUS FOR 2008‐9 

Franziska Julie‐Anne Megan Wendy Stephen Joy Brett 

Trede Tooth Smith Bowles Loftus Higgs Van Heekeren 

In 2008 the regular roles of EFPI were combined with four major initiatives: 

a) commencement of a teaching fellows program 

b) global alliances 

c) fieldwork education development 

d) preparation for the 2009 Australian Universities Qualities Agency (AUQA) audit, particularly around Theme 

2 “Professional Education and Practice‐Based Learning”. 

In proposing this theme to AUQA Charles Sturt University (CSU) recognised the vital importance of professional 

education and practice‐based teaching, learning and curricula to achieving the goal of CSU to provide quality 

education for the professions (in the broad sense of producing graduates who professionally provide services 

to Australian society and beyond). At the time that this theme (along with others) was nominated to AUQA for 

negotiation of the second theme for the audit (alongside Theme 1 International Education), it was decided that 

regardless of the theme selected, developmental work would proceed in all nominated themes as part of CSU’s 

participation in continuous quality improvement (CQI) of education, research and scholarship at CSU. For EFPI, 

in association with the Professional Experience Network (PEN), schools, faculties and divisions of CSU, the 

Theme 2 activities became the focus of our CQI work for 2008, 2009 and progressing into 2010. 

OPERATING STRUCTURE 

The Institute operates within the portfolio of the Deputy Vice Chancellor (Academic), Professor Ross Chambers. 

The operations of the Institute are managed by the Director and the EFPI Management Committee comprising 

staff employed by the Institute and Dr Wendy Bowles from the Professional Experience Network (PEN), 

providing PEN liaison. The Director and staff receive advice from an Advisory Board. (See Appendix 1.) 

4

STAFFING 

A key goal of EFPI in 2007 was strategic planning in consideration of the major directions of the University. In 

the process of setting up these plans and networking with staff and units across CSU it became apparent that 

the scope of current and potential activities of EFPI required an expansion in staffing and a review of staff 

roles. This was further compounded by two factors a) agreement to work closely with PEN as affiliates and b) 

the identification of CSU’s Theme 2 for the AUQA audit as professional education and practice‐based learning. 

These two developments indicated the need for further staffing increases. As a result of recommendations to 

the DVC (Academic) 2008 staffing increased by: 

• 50% FTE 2 with the secondment of Associate Professor Lindy McAllister as Deputy Director 

• 50% FTE with the extension of Dr Loftus appointment from 50% to 100%. 

Additional temporary appointments were associated with the AUQA project. 

STAFF PROFILE 2008 

a) Staff employed by EFPI 

Professor Joy Higgs AM, PhD, MHPEd, BSc, 

Director 3 

Dr Stephen Loftus, PhD, BDS, MSc, 

Deputy Director 

Dr Franziska Trede, PhD, MHPEd, 

Senior Lecturer 

Beate Loftus, Administrative Officer 

Andrea McFarlane, Administrative Officer 

Linda Beverly, Administrative Officer 

b) CSU staff seconded 4 to or affiliated with EFPI 

Assoc. Professor Lindy McAllister, PhD, MA(SpPath), BSpThy, Deputy Director (part year) (seconded) 

Dr Megan Smith, PhD, BAppSc(Phty), Deputy Director (part year) (seconded) 

Dr Wendy Bowles, Member of EFPI Management Committee, Research Associate 

Research staff 

Postdoctoral Research Fellows: 

Dr Franziska Trede, PhD, MHPEd 

Dr Rola Ajjawi, PhD, 

Dr Sandra Grace, PhD 

Dr Jenny Pynt, PhD 

c) Research associates 

Postdoctoral Research Fellows: 

Dr Megan Smith, Dr Dale Larsen, 

Dr Jill Hummell 

Research Fellow: Anne Croker 

2 Full time equivalent staff member 

3 50% appointment to EFPI 50% as Strategic Research Professor in RIPPLE 

4 Schools receive funds to buy out the time of seconded staff 

Stephen Joy Franziska Wendy Lindy 

Loftus Higgs Trede Bowles McAllister 

Left to right: 

Linda Beverly, 

Andrea 

McFarlane, 

Beate Loftus 

Stephen Sandra Joy Megan Anne Rola Franziska 

Loftus Grace Higgs Smith Croker Ajjawi Trede 

5

KEY STAFF ROLES 

All staff General academic roles – research, publications incl. book management, supervision, 

education, liaison with schools/faculties 

Joy Higgs Director, finance, staff management, scholarship portfolio, liaison with University system, 

RIPPLE, Professors’ Forum. supervision of a teaching fellow, chair management 

committee, liaison with other universities, ACEN and WACE, member of Learning and 

Teaching Committee, reports to the Vice‐Chancellor’s Forum, member of DVC’s Education 

Leaders Group, Chair AUQA Theme 2 Project Group 1 

Lindy McAllister Deputy Director, research portfolio, supervision of 3 teaching fellows, chair of the 

Advisory Board, liaison with PEN, informal liaison with FLI, Carrick applicants advice, Chair 

AUQA Theme 2 Project Group 2 

Stephen Loftus Deputy Director, education portfolio, web coordination, Chair AUQA Theme 2 Project 

Group 3, liaison with CELT, Wenger visit coordinator, liaison with heads of school 

Franziska Trede Research coordination, visiting scholars programs, promotion of publications, writing 

retreats coordination, support of research and scholarship programs 

Beate Loftus Finance and travel administration, events organisation 

Andrea McFarlane Administrative assistance 

Linda Beverly Administrative assistance 

STAFF APPRAISAL AND DEVELOPMENT 

Staff appraisal and development included induction and orientation to new systems, strategies and 

procedures: including supervision orientation workshops, probationary reviews. In 2008 some staff were still 

on probation; others proceeded to participate in the Performance Management Scheme. 

ADJUNCT APPOINTMENTS 

EFPI draws on the expertise and opportunities that can be gained through visiting scholars, adjunct staff and 

consultants. In 2008 such staff included: 

Adjunct Professors: 

Professor Nita Cherry, PhD 

Professor Della Fish, PhD 

Professor Pam Shakespeare, PhD 

Professor Mary Thorpe, PhD 

Professor Angie Titchen, DPhil 

Adjunct Associate Professors: 

Steve Hutchinson 

Margo Paterson, PhD 

Adjunct Research Associates: 

Dr Hilary Armstrong, PhD 

Dr Debbie Horsfall, PhD 

Dr Jenny Pynt, PhD 

Dr Rodd Rothwell, PhD 

Nita Cherry 

Debbie Horsfall 

Angie Titchen 

Margo Paterson 

Della Fish 

Jenny Pynt 

6

2008 STRATEGIC PLAN AND ACTION FRAMEWORK 

The broad STRATEGY of the Institute is: 

a) Shared and inclusive: ‐ involving a coordinated university‐wide collaboration 

Education for practice blurs the boundaries between theory and practice; it is a universal responsibility and a 

broadly located endeavour not limited to fieldwork locations and personnel. The opportunities for enhancing 

education for practice are thus richer and more broadly participative than practicum education. All 

stakeholders in university education and practice preparation (faculties, schools, sub deans, staff, students, 

fieldwork educators, industry partners, university managers) contribute to this positive and essential outcome. 

b) Leading ‐ involving: 

• membership (by the EFPI Director) of the Learning and Teaching Committee and the Professors’ Forum 

• leadership of the 2008‐9 AUQA Theme 2 program 

• collaboration in Educational Initiatives Group – i.e. senior staff directly responsible to the DVA (Academic) 

for leading educational initiatives 5 

c) Innovative 

In keeping with CSU’s mission EFPI will provide responsive and innovative leadership for the advancement of 

practice‐based education. 

The University’s Mission: Charles Sturt University will be a bold and innovative leader in providing 

an accessible, adaptable and challenging learning environment to develop graduates and research 

that meet the needs of its regional, national and international communities. 

d) Strategic and developmental 

The Institute: 

• ENGAGES the university community in debate on key issues and educational decision making on key 

questions as part of the re‐development of CSU as a collective centre for excellence in education for 

practice 

• INVOLVES the university community and industry partners in collective development of a graduate 

capabilities profile and strategy 

• COLLABORATES with other academic and industry communities in shaping the future of practice, and 

education for practice 

• PROVIDES LEADERSHIP (in collaboration with CELT and The Flexible Learning Institute) in re‐developing the 

preparation and support of university and fieldwork educators in creating, delivering and evaluating high 

quality, 21st century education that is relevant to workplace, graduates’ and community needs 

• ACTIVELY RECRUITS AND INVOLVES key academic and administrative staff (and wherever appropriate 

students, fieldwork educators and industry partners) in research, scholarship and development projects 

(e.g. via staff secondments, time release, fellowships and scholarships) 

• WORKS WITH PEN to provide comprehensive education, network support, fieldwork quality assurance, 

policy and infrastructure development, career enhancement, staff development and risk management 

e) Driven by core questions to shape the discourse, activities and impact of EFPI 

The basic questions that EFPI – as an agent of transformative change ‐ will address in 2008‐9 include: 

What is Education for Practice (EFP) – or practice‐based education? 

What are the desirable characteristics of curricula which optimise practice‐based education? 

How do these terms and educational approaches encapsulate the best of the current and potential 

educational goals, visions and endeavours at CSU? 

Beyond the larger vision of university graduate attributes, what is the nature and importance of work‐ 

readiness and employability of graduates? What is the place of internships or other strategies in achieving 

this goal? What is the bigger picture of work readiness for 21 st century careers and the market place? 

How can the university and industry collaborate more effectively to enhance EFPI and the contributions of 

CSU graduates to practice and social responsibility? 

What form and direction could CSU take as a collective centre for excellence in practice‐based education? 

What are the implications for CSU of being recognised as such as centre? (e.g. student recruitment, 

curriculum change, staff) 

5 

A/Prof. M. Tulloch, Director CELT, Prof. J.Higgs, Director EFPI, Prof. M. Keppell, Director FLI, Prof B. Bradley, Chair of CSU Degree Initiative 

Project 

7

What contributions to the scholarship of higher education could be made through stimulating debate, 

activity and reflection on the nature and place of practice‐based education in universities? 

What national and international collaborations could be pursued to enhance education both at CSU and 

beyond, to promote scholarship and discourse concerning practice‐based education? 

STRATEGIC ACTION FRAMEWORK 

Through strategic planning activities in consultation with stakeholders and the EFPI Advisory Board EFPI 

developed an action framework to guide 2008 activities.. 

KEY 

CIH Centre for Inland Health 

PEN Professional Experience Network 

RIPPLE Research Institute for Professional Practice, Learning & Education 

CELT Centre for Enhancing Learning and Teaching 

ARC Australian Research Council 

J 

J S L 

L/F 

S 

L/F 

KEY 

Leader 

Project 

Groups/ 

Portfolio 

Collaboration 

Activities 

Projects 

PGP EFPI AUQA Project Groups 

FLI Flexible Learning Institute 

RHD Research Higher Degree students 

RES Research Portfolio 

ED Education Portfolio 

SCH Scholarship Portfolio 

FAC Faculties 

Staff: 

Joy Higgs (J), Lindy McAllister (L), Stephen Loftus (S), Franziska 

Trede (F) 

8

To pursue the goals and actions identified in Figure 1 three broad strategies were adopted: 

a) delegation of leadership and program responsibilities to different staff through portfolios 

b) networking and collaboration with staff within and external to CSU 

c) engagement in project groups to prepare for the AUQA audit 2009. 

EFPI PORTFOLIOS AND PROJECT GROUPS 

EFPI’s portfolio strategy (See figure) is proving successful in sharing workload, responsibilities, expertise and 

creative leadership across EFPI staff. Various initiatives link these portfolios including Project Groups attached 

to the AUQA Theme 2 agenda and fieldwork developments, teaching fellowships, staff development and 

conferences. The AUQA program is discussed below (see page 22). 

Research 

RHD Training + 

Fellowships 

Global 

Alliances 

Education 

AUQA Projects 

Staff Development and Management 

Scholarship 

SCHOLARSHIP PORTFOLIO REPORT 

A core goal of EFPI is to publish and promote publications by CSU staff, RHD students and 

associates in relation to practice and practice‐based education and to contribute to 

national and international discourse. A variety of strategies were pursued to promote 

writing about EFPI by staff and students of CSU, including writing retreats, teaching 

fellowships, staff/student workshops and mentoring. In 2008 119 publications were 

produced by the EFPI team. See Appendix 2. 

BOOKS AND CHAPTERS 

Joy Higgs 

The publication of books is one of the goals of EFPI. These books serve to promote 

discourse on the nature of practice (as the target for education) and practice‐based 

education. They also provide a means of helping emerging authors, editors and scholars develop their writing 

and publishing skills. The EFPI team produced three books and 51 chapters in 2009. 

Margot Skinner, Megan Smith, Anne Croker, Joy Higgs 

Stephen Loftus, Joy Higgs 

9

To expand scholarship and research on education for practice collaborative partnerships with CSU and external 

colleagues have been set up to produce a series of key texts within a book series with Sense Publishers around 

the theme of Practice, Education, Work and Society. Professor Joy Higgs is the series editor. A key publication 

in preparation is Education for Future Practice. The editors of this book are Professor Joy Higgs (EFPI Director), 

Professor Della Fish (Adjunct Professor and Global Alliance partner), Professor Ian Goulter (Vice‐Chancellor, 

CSU), Professor Jo‐Anne Reid (RIPPLE Key Researcher, Professor, Faculty of Education) and Dr Stephen Loftus 

PAPERS AND CONFERENCE PRESENTATIONS 

Papers and presentations serve to disseminate findings of research and scholarship on EFP and foster research 

and scholarship by staff and students. The staff and students associated with EFPI staff have produced 6 

journal papers and 59 conference presentations in 2008. 

Julie‐Anne Tooth 

Left to right: 

Ian Goulter, Jo‐Anne Reid, 

Joy Higgs, Della Fish, 

Stephen Loftus 

Megan Smith 

Marissa Olsen 

CONFERENCE PRESENTATIONS BY EFPI STAFF AND STUDENTS 

EFPI staff and students participated in a range of conferences hosted by national and international education 

and practice organisations. 

Conferences provide opportunities for staff, schools and the University to: 

• showcase the work of EFPI and advances in practice‐based education. 

• advance the scholarship and discourse of education for practice 

• enhance the reputation of CSU as a centre for excellence in practice‐based education. 

• share practice‐based and research‐based knowledge and practices across CSU 

Presentations arising from these conference attendance are listed in Appendices 2 and 3. 

10

2008 Conference Attendances by EFPI Staff and Students 

Convenor Conference Venue 

Research Institute for Professional Practice, Action research and professional Wagga 

Learning and Education (RIPPLE) 

practice 

Wagga 

8th International Practical Experiences in Practical learning ‐ achieving excellence Edinburgh 

Professional Education (PEPE) Conference in human services 

European Association for Communication in International conference on 

Oslo 

Healthcare (EACH) 

communication in health care 

World Association of Cooperative Education Work integrated learning: Transcending Sydney 

WACE/ACEN Asia Pacific Conference 

futures 

The Association for Health Professional Education Practice, scholarship and research in Sydney 

(ANZAME) 

health professional education 

The Higher Education Research and Development 

Society of Australasia (HERDSA) 

Engaging communities Rotorua 

Ottawa International Conference on Clinical 13 

Competence (OZZAWA) 

th Ottawa International Conference Melbourne 

on Clinical Competence 

The International Society for Complementary 3 

Medicine Research (ISCMR) 

rd International Conference on Sydney 

Complementary Medicine Research 

Faculties of Health Research Conference, the 

University of Sydney 

Cell to Society 6 Leura 

The University of Sydney Postgraduate Student Conference Parramatta 

CSU CSUEd: Educational Interactions and Wagga 

Curricula 

Wagga 

Faculty of Medicine, the University of Sydney Qualitative Research in Health and 

Social Services Professional Education 

Sydney 

Australian Higher Education Congress Big School is Big Business Sydney 

Oceania Regional Qualitative Synthesis 

Symposium 

The Art and Science of Method Adelaide 

International Conference on Experiential Learning The Identity of Experience: Challenges Sydney 

(ICEL) 

for Experiential Learning 

Universities Australia Workshop on Learning and Work Canberra 

Catalyst Australasian Executive Coaching Summit Sydney 

Australian Institute of Training And Development Learning alive “How‐to” for the Sydney 

National Conference 

professional 

International Consortium for Experiential Learning Practice, scholarship & research in Sydney 

(ICEL) 

health professional education 

11

RESEARCH PORTFOLIO REPORT 

Research related to practice and education is a high priority for the Institute. This is accomplished through: 

• Research conducted by EFPI staff 

• Research conducted by RHD students supervised by EFPI staff 

• Promotion of research into practice‐based education by CSU staff 

• Collaboration with external colleagues and institutions in research pursuits 

• Participation in external research projects 

• Applications for grants to support research 

• A seed grant program to promote research by CSU staff 

• Workshops to assist staff participation in research and grant applications 

• Advice to grant applicants 

RESEARCH PROJECTS AND GRANTS 

EFPI Team Role Scheme Title and funding 

J.Higgs Co Investigator Strategic Initiative 

Fund (CSU) 

J.Higgs 

R. Pope, J. Kent, P. O’Meara, J. Higgs J. Allan CSU Clinic 

Models Review Project ($182,748) 

CSU Project link person ACEN Carrick Institute DBI ACEN Project mapping work 

integrated learning across the country 

L. McAllister Principal Investigator Carrick 

Cross Institutional 

Projects (concluding) 

S Loftus Consultant Department of 

Ageing, Disability and 

Home Care of NSW 

a) Carrick Institute for Learning and Teaching in Higher 

Education – Priority Projects 

Lincoln M, McAllister S, McAllister L, Ferguson A (2006) 

Benchmarking clinical learning in speech pathology to 

support assessment, discipline standards, teaching 

innovation and student learning. ($136,000) 

b) Carrick Institute for Learning and Teaching in Higher 

Education – Leadership for Excellence in Learning and 

Teaching. Ferguson A, Lincoln M, McAllister S, McAllister L 

(2006) COMPASS Directions: Leading the integration of 

a competency based assessment tool in speech pathology 

learning and teaching. ($93,160) 

Literature Review of Case Management Supervision 

($10,000) 

S Loftus Consultant GP Logic Evaluating the relationship between GP registrars and their 

supervisors ($35000) 

W Bowles Principal Investigator Carrick Competitive 

Grant 

F Trede S 

Loftus, with 

R Macklin 

M Smith 

F Trede 

Principal Investigator RIPPLE Seed Grant, 

CSU 

Principal Investigator Scholarship in 

Teaching Grant, CSU 

J Higgs et al Research Leaders Global Alliance 

Development 

Scheme, CSU 

L McAllister 

J Higgs 

C. Burgess (T. 

Fellow) L 

McAllister 

Research Leaders Global Alliance 

Development 

Scheme, CSU 

Co researcher/ 

consultant 

Fieldwork education ‐ ‘On‐line student supervision training 

– accessible and cooperative learning in social work’. With 

Mike Collingridge and Jenny McKinnon, multi‐university 

and industry partners, 

2 year project. ($172,079) 

Effective Development of Professional Identities and 

Reasoning Skills in Higher Education. ($4,800) 

Reflective practice in the transition phase from final year 

student to novice graduate. ($9656.80) 

Practice, Education and Work ‐ With Open University, UK. 

($10,000) 

Leadership and expertise in the health professions – With 

Swansea University, UK. ($10,000) 

Faculty of Education Project led by Wendy Hastings (Faculty of Education), WIL 

Project, Practicum Management System 

F Trede Principal researcher EFPI Profiling Fieldwork Education at CSU 

Franziska Trede 

12

SEED GRANTS 

EFPI operated a program of seed grants to promote research and scholarship into practice‐based education by 

CSU staff and promote applications for larger grants. 

In 2008 

a) grants awarded to staff in 2007 were successfully implemented 

b) 2007 grantees presented the findings of their work at the CSUED 08 conference 

c) 2008 grants were awarded and work is currently underway on these projects. (See Appendix 4.) 

The program has been very successful in encouraging research related to practice‐based education and raising 

the profile of this field of education and scholarship across CSU. Several seed grant holders have returned to 

EFPI as Teaching Fellows and participants in Institute activities such as debates and working parties. 

ALTC CITATIONS 

In 2008 Professor Joy Higgs received an Australian Learning and Teaching Council 

Citation for: 

Two of our teaching fellows also received ALTC Citations: 

Brett Van Heekeren for outstanding contributions to student learning for sustained innovation and dedication 

to university teaching using situated learning strategies to enhance learning and produce 

significant graduate outcomes in radio and advertising. 

Deb Clarke for sustained enthusiasm and commitment to inspiring, influencing, and motivating 

tertiary students in a large range of subject, courses, modes and degree levels. 

CONSULTANCIES 

Two decades of exemplary contributions that blend 

personal and research capabilities development to 

postgraduate research training through supervision, 

mentoring, group learning and scholarship. 

EFPI has secured a number of consultancies connected with practice‐based education. 

DADHC (1) 

EFPI was awarded a grant by the Department of Ageing Disability and Home Care of New South Wales to 

examine state of the art literature on supervision and mentoring of early career health professionals, especially 

occupational therapists, speech pathologists and physiotherapists. 

GPLogic 

GPLogic is an organisation that conducts training positions for General Practitioner Registrars in rural settings. 

This project examined the relationship between GP registrars and their supervisors with the aim of developing 

a questionnaire that GPLogic could use to monitor the success of this training program. 

DADHC (2) 

This consultancy for DADHC evaluated an Action Learning project aimed to improve the skills of case managers. 

Faculty of Education 

The goal of this project was to research and design professional development resources for liaison staff who 

provide a link between the Faculty of Education at CSU and preservice teachers on teaching practice. 

13

RESEARCH TRAINING PORTFOLIO REPORT 

RESEARCH HIGHER DEGREE (RHD) STUDENTS 

EFPI RHD student numbers have grown from nine to fifteen. Julia Coyle graduated and six new students* were 

recruited in 2008. All students are supervised by the five members of the EFPI team (Joy Higgs, Stephen Loftus, 

Franziska Trede, Megan Smith, Rola Ajjawi). Adjunct staff Dr Debbie Horsfall and Dr Hilary Armstrong acted as 

co‐supervisors of RHD students. 

PhD Graduations 2008 

Jill Hummell Sandra Grace Julia Coyle 

Research Higher Degree Candidates (2008) 

Anna Bounds* Anne Croker Annette McLeod‐Boyle* Brett van Heekeren* 

Caroline Robinson 6 Tony McKenzie Di Tasker 

7 # 

Genny Dwyer 

Sue Radovich* Julia Coyle Julie‐Anne Tooth Lee Zakrzewski # 

Lynne Adamson # Marissa Olsen Matt Walsh Narelle Patton 

Nicole Christensen # Scott Devenish 

TRAINING AND RETREATS 

The Institute held a number of training workshops and retreats for RHD students, staff and colleagues to 

promote research and publications skills development and productivity. Mentoring of book and chapter editors 

and journal paper reviewing was also part of EFPI training. 

6 Dr Loftus is associate supervisor 

7 For (#) External students ‐ Prof Higgs is principal or associate supervisor 

14

STRATEGY 

EDUCATION PORTFOLIO REPORT 

In seeking to advance the quality of practice‐based education EFPI is pursuing 

the University’s goals: 

• to be a national university for excellence in education for the professions, 

strategic and applied research and flexible delivery of learning and teaching 

(University’s Strategy 2007‐2011) 

• to promote, recognise and support enhancement of good practice in 

learning and teaching (CSU’s Learning and Teaching Plan 2007‐11) 

• to strengthen partnerships with the professions and industry in learning 

and teaching (CSU’s Learning and Teaching Plan 2007‐11) 

EDUCATION DEVELOPMENT PROJECTS 


Various EFPI educational initiatives are serving as means to achieve this mission. Some of these initiatives are 

linked to other agendas, particularly the 2009 AUQA Audit and the CSU Degree Initiative 8 

EFPI education activities in 2008 included: 

• producing, collecting and disseminating literature pertaining to education for practice on the EFPI website 

• advertising relevant coming events on the EFPI website 

• participating in the organisation of practice‐based education‐related conferences 

• promulgating EFPI literature, events, matters of interest on the CSU intranet announcements system 

“What’s New?” 

• visiting campuses to work with staff and conduct training related to practice‐based education 

• conducting debates on key issues of practice‐based and professional education. 

In 2008 major education foci included: 

• review and improvement of fieldwork education and management (See page 21) 

• review and improvement of support and training for fieldwork staff 

• investigation of the implications of practice‐based education for curricula 

• mentoring and working on development projects with Teaching Fellows 

• participating in the review and development of the FULT, GULT and TTP 9 programs with an emphasis on 

enhancing education for practice learning modules/units 

• investigation of the value and feasibility of re‐activating of the Graduate Certificate for educating fieldwork 

education on an inter‐disciplinary basis 

• consultations with schools and faculties 

8 

The DVC (Academic) Professor Chambers invited Professor Ben Bradley to lead the CSU Degree Initiative – a project designed to draw 

together various developments occurring across the university concerning degree programs. 

9 

Foundations of University Learning and Teaching, Graduate Certificate in University Learning and Teaching, Tertiary Teaching Colloquium 

15

2008 INITIATIVE: TEACHING FELLOWSHIPS 

A Teaching Fellowship Scheme funded by the DVC (Academic) was commenced in 2008. This scheme 

(operating alongside the University’s research fellowship program) allows for release of academic staff to 

engage in dedicated periods of professional and program development with funding provided for staff 

replacement to the staff member’s school. Time release is for one or two semesters on a half‐time basis. 

Fellows were attached to both EFPI and the Flexible Learning Institute. 2008‐9 are key years in the 

development of practice‐based education at CSU both as a preparation for the AUQA audit and as part of the 

strategic plan for the enhancement of fieldwork education at CSU. The Teaching Fellows Scheme provides 

support and strategies that advance the quality of practice‐based education, specifically fieldwork education at 

CSU. The 2008 fellowships optimise the opportunities for knowledge advancement and practice development 

provided by the AUQA Audit, the 2008 WACE Sydney Conference and the annual CSUED (Education) 

Conferences. The Fellowship scheme bridges the primary areas of research, scholarship and program 

development. (See Figure below.) 

During 2008 Teaching Fellows Scheme focussed on fieldwork education and work integrated learning. Each of 

the participants received training in educational research and scholarship through EFPI mentorship and were 

involved in producing publications. The EFPI Teaching Fellows for 2008 were: 

Carol Burgess 

Topic: Managing 

fieldwork education 

Scholarship Strategic Plans 

TEACHING 

FELLOWSHIP 

SCHEME 

Research AUQA 

Project Groups 

Deb Clarke 

Topic: Examining work 

integrated learning 

Tony McKenzie 

Topic: Preparing 

graduates for the 21 st 

century workplace 

In reviewing the Teaching Fellows Scheme after 2008 it is evident that this scheme enhances: 

• scholarship in education for practice 

• professional development in relation to a variety of forms of practice‐based education 

• enhancement of the fellows’ research and scholarship capabilities 

• improvements in the management and implementation of fieldwork programs 

• improvements in CSU curricula relating to education for practice 

• leadership capacity building in teaching and learning 

Brett Van Heekeren 

Topic: Understanding 

work integrated learning 

In achieving these aims the scheme directly benefits staff, schools, faculties, the university and the EFPI 

Institute, and consequently, the professions, industry, students and the community who receive services from 

CSU graduates. 

16

2008 INITIATIVE: GLOBAL ALLIANCES 

In 2008 EFPI engaged in a variety of programs and activities designed to benefit from and strengthen global 

alliances. These activities included: visiting international institutions to further our networking with key 

colleagues and centres, hosting international visitors at CSU, conducting collaborative knowledge‐sharing 

events, obtaining funding for global alliances, recommending the appointment of adjunct staff and instigation 

of scholarship projects with global partners. 

CSU GLOBAL ALLIANCE DEVELOPMENT SCHEME (GADS) AWARDS 

EFPI staff successfully led two bids for GADS funding. 

Project One: Leadership and expertise in the health professions 

Global Alliance Institution School of Health Science, University of Swansea UK 

Core goals of this alliance To expand knowledge of leadership as a phenomenon of 21 st century health 

professional practice 

To examine expertise in the health professions and the implications of this for 

university education and professional development 

To further the knowledge of clinical reasoning expertise 

Professor Della Fish Dr Linda de Cossart Professor Melanie Jasper 

Project Two Practice, Education and Work 

Global Alliance Institution The Practice‐based Professional Learning Centre (PBPL), at the Open 

University, UK 

Core goals of this alliance To advance knowledge of the phenomenon of practice‐based education 

To develop the scholarship of education for practice in and through the 

workplace 

Dr Steve 

Hutchinson 

2008 ADJUNCT APPOINTMENTS 

Professor Pam 

Shakespeare 

Professor Mary 

Thorpe 

EFPI draws on the expertise and opportunities that can be gained through visiting scholars, adjunct staff and 

consultants. 

Professor Della Fish, University of Swansea, Wales 

Professor Angie Titchen, Fontys University, The Netherlands 

Professor Pam Shakespeare, Open University 

Associate Professor Steve Hutchinson, Open University 

17

VISITS AND PRESENTATIONS BY EFPI STAFF AND STUDENTS 

EFPI staff and students participated in a number of visits and activities with international colleagues and 

centres to advance the scholarship and discourse of education for practice, to enhance the reputation of CSU 

as a centre for excellence in education for practice, and to expand the sharing of practice‐based and research‐ 

based knowledge and practices across CSU. 

Conference presentations 

• Practical Experiences in Professional Education Conference, Edinburgh 

• HERDSA Conference, Rotorua 

• European Association on Communication in Healthcare, Oslo 

• World Association of Cooperative Education WACE/ACEN Asia Pacific Conference, Sydney 

• 4 th International Conference on Holistic Health and Medicine. Bridging the Gaps: Biomedicine and 

Complementary and Alternative Medicine in a Holistic Approach, Lexington, Kentucky 

• Ottawa International Conference on Clinical Competence (OZZAWA), Melbourne 

Lectures and workshops: 

Narratives from health care: Critical dialogues and transformative practice, 

University of Swansea, Wales, Presentation by Dr Franziska Trede (EFPI) 

Visits to international partners and global alliance members 

• Professor Della Fish, University of Swansea, Wales (by S. Loftus and F. Trede, EFPI) 

• Associate Professor Margo Patterson, Queens University, Kingston, Canada (by S. Grace, EFPI) 

• Dr Etienne Wenger, Educational Consultant, Auckland (by S. Loftus, EFPI) 

• Professor Trish Greenhalgh, University College, London (by S. Loftus, EFPI) 

• Professor Steven Ersser, School of Health & Social Care Bournemouth Univ. UK (by A. Croker, EFPI) 

• Professor Jan Fook, Southampton University, UK, (by A. Croker, EFPI) 

• Professor Sari Ponzer, Karolinska Institutet in Sweden (by A. Croker, EFPI) 

• Dr Eloise Carr, School of Health and Social Care, Centre for Wellbeing & Quality of Life, Bournemouth 

University, UK (by A. Croker, EFPI) 

VISITORS TO EFPI 

The School of Rehabilitation Therapy 

L to R: Cynthia Lawler, CSU; Professor Catherine Donnelly, Occupational Therapy Program; 

Margo Paterson, Chair Occupational Therapy Program; Sandra Grace, The Education for 

Practice Institute, Charles Sturt University: Anne O’Riordan, School of Rehabilitation 

Therapy. 

Professor Angie Titchen, Fontys University, The Netherlands 

Dr Etienne Wenger, Consultant 

Professor Della Fish, University of Swansea, Wales 

Prof Rosemary Kilpatrick, Education Deanery, Liverpool Hope University, 

UK 

Professor Pam Shakespeare, Open University, UK 

Professor Kyutae Jung, Hannam University, Korea 

Associate Professor Margo Paterson, Queens 

University, Ontario, Canada 

Associate Professor Steve Hutchinson, Open 

University, UK 

Pam Shakespeare Steven Hutchinson 

Linda de Cossart Della Fish 

18

EFPI COLLOQUIA AT CSU WITH OUR GLOBAL ALLIANCE PARTNER, THE PRACTICE BASED 

PROFESSIONAL LEARNING (PBPL) CENTRE OF THE OPEN UNIVERSITY, UK 

In July 2008 EFPI hosted three CSU events in which CSU staff and students engaged in debate with our 

colleagues from PBPL and Dr Etienne Wenger who is working with PBPL. Etienne Wenger is a globally 

recognised thought leader in the field of communities of practice and their application to organizations. 

Open Seminar 7th July 2008 – Venue: CSU Conference Centre, Bathurst Campus 

Staff from across the university participated in a seminar with Etienne Wenger on 

Enhancing Communities of Practice in Higher Education: Perspectives from Social Learning Theory 

Invited Colloquium 8th‐9th July 2008 – Venue: CSU Conference Centre, Bathurst Campus 

At this event our PBPL colleagues Professor Pam Shakespeare, Associate Professor Steve Hutchinson and Dr 

Etienne Wenger engaged with CSU staff and students in debates, presentations, discussion groups and 

informal conversations on the theme of 

Practice-based Professional Learning: Investigating Perspectives from Social Learning Theory 

The goals of the Colloquium were: 

• To provide a vehicle for in‐depth debate on the discourse and practice of practice‐based professional 

learning informed by social learning perspectives 

• To advance understanding of how social learning perspectives can enhance education at CSU by 

a) informing University policies and strategic plans and b) improving practice‐based professional learning 

throughout the curricula on and off campus. 

In welcoming participants, including university leaders (including the Deputy Vice Chancellor and deans, heads 

of school, centre directors, academics and research students, the Vice‐Chancellor, Professor Ian Goulter said: 

It is my pleasure to welcome you to this Colloquium. This is an important event in Charles 

Sturt University’s (CSU) calendar and we are very pleased to have three distinguished 

colleagues – Etienne Wenger, Steve Hutchinson and Pam Shakespeare – join us in 

enhancing practice‐based education in our curricula. CSU prides itself on providing practical, 

employment‐ focused courses that ensure our students graduate with the skills required to 

step confidently into new employment opportunities. 

19

Enhancing Communities of Practice in Practice 

11 th July EFPI, North Parramatta 

Staff and students from EFPI joined Etienne Wenger and Steve Hutchinson (PBPL) in discussing the application 

of communities of practice concepts and strategies to work practice settings. Sessions included: 

Communities of Practice and Organizational Learning 

Etienne Wenger 

How do communities of practice relate to Vygotsky’s cultural‐historical perspective? 


How are the Education for Practice Debates building and seeking to build a community of practice at CSU? 

Franziska Trede 

How does legitimate peripheral participation influence the evolution of WIL?‐ 

Brett van Heekeren 

Tony Steve Beate Sandra Brett van Stephen Di Etienne Julie‐Anne Joy Brett Marissa 

McKenzie Hutchinson Loftus Grace Heekeren Loftus Tasker Wenger Tooth Higgs Shipton Olsen 

20

2008 INITIATIVE: FIELDWORK EDUCATION DEVELOPMENT 

A key focus of activity for EFPI in 2008 was fieldwork education development. A series of initiatives were 

implemented in conjunction with PEN, the EFPI Teaching Fellows and staff from faculties. 

EFPI AND PEN 

Following the agreement in 2007 for PEN to operate as an affiliate of EFPI, a number of PEN roles, particularly 

staff development and the provision of information on practice‐based education, was taken over by EFPI. Cross 

representation on the EFPI Management Committee and the PEN Executive Committee continued throughout 

the year allowing for consultation on projects, showcasing of practice‐based education at the CSUED 2008 

conference and development of fieldwork education as part of the 2007‐9 planned developments in this area 

both for the primary goal of enhancing professional entry education programs at CSU and also in preparation 

for the AUQA audit in 2009. PEN continued to network among fieldwork coordinators and administrators. 

EFPI and PEN collaborated on the following projects: 

• The PEN pre‐conference workshop at the CSUED conference 

• The Faculty of Education’s WIL research project to examine practicum management systems. 

• Participation in preparation for the 2009 AUQA audit. 

PROFILING FIELDWORK EDUCATION AT CSU 

Dr Franziska Trede (EFPI) conducted an investigation into fieldwork programs at CSU. The project identified a 

wide diversity across the 15 fieldwork education programs investigated. Fieldwork education was seen to be 

closely linked with requirements set by professional bodies and the need to engage in interdependent 

professional relations with industry placements. Both impose restrictions and obligations that influence the 

nature and experience of fieldwork education. The survey provided valuable initial information on fieldwork 

education practices, raised many questions and, provided a base for further discussion and research in the CSU 

community. In 2009 this research served as the starting point for an internal benchmarking project on 

fieldwork education. 

DEVELOPMENT OF FIELDWORK EDUCATION PROGRAMS, POLICIES & INFRASTRUCTURE 

Improvements in policies, infrastructure and staff development are needed across the university in relation to 

fieldwork education. This was noted in the submission to the DVC in relation to the establishment of the 

Institute. EFPI is working to support policy, infrastructure and staffing development as follows: 

• Two project groups are actioning fieldwork programs development (see page 22) 

• Web discussion forums were conducted to discuss key practice‐based education issues 

• Research and development projects (involving surveys and on campus meetings) are in progress to 

identify, delineate and address practice‐based learning strategies and issues 

• Discussion papers were distributed across the University to inform committee debates 

• Staff from faculties engaged in staff development secondments with EFPI 

• Review of existing fieldwork policies is underway 

• Discussion of key developments, proposals and needs with: 

HOS Forum Learning/Teaching Committee 

Professors’ Forum Senior Women’s’ Forum 

Faculties/Schools The Flexible Learning Institute 

Industry partners University colleagues/universities 

Professional associations (ACEN, HERDSA, WACE) PEN and CELT 

EFPI ROADSHOW 

EFPI conducted a Roadshow of Current Projects from 22 ‐25 September, 2008, for all interested academic and 

administration staff involved in the development of curricula, and management of professional 

education/fieldwork programs at CSU. Associate Professor Lindy McAllister presented an overview of the 

achievements and current work of the Institute. Ms Carol Burgess (EFPI Teaching Fellow) lead a presentation 

and facilitated discussion on a checklist to assist professional education/fieldwork staff to assess, improve and 

document quality in their programs. Dr Stephen Loftus presented work recently commenced on professional 

development for staff involved in professional education/fieldwork at CSU. He also sought insights and 

comments from others involved in maximising the benefits of practice‐based education. These current projects 

are a crucial part of assisting staff of CSU to be ready for the AUQA review in 2009. 

21

2008 INITIATIVES: PREPARING FOR THE 2009 AUQA AUDIT 

In 2009 CSU will participate in a Australian Universities Quality Agency’s (AUQA) audit. EFPI has been assigned 

the task of assisting the University to prepare for Theme 2 for this audit; Theme 2 refers to professional 

education and practice‐based learning. The University determined that, while AUQA is an important process 

and responsibility (i.e. to provide evidence, through self audit about how well the University is addressing key 

targets in professional education and practice based learning) the primary goals of engaging in review and 

development around this theme are to: a) engage in continuous quality improvement (CQI) in priority 

education endeavours and b) meet the University’s responsibility as a self‐accrediting and self‐regulating 

higher education institution. For this reason, the review (i.e. internal benchmarking) and improvement of 

professional education and practice‐based learning subsumes the task of meeting the Audit requirements. 

During 2008 the dual goals of CQI and AUQA preparation were promoted by EFPI through the following. 

A) Goals ‐ The intended outcomes of the AUQA preparation (2008‐9) are to: 

• improve understanding at CSU of CQI and the quality and value of practice‐based education 

• realise good practices in professional education and practice‐based learning 

• close any gaps identified between a) performance in parts of CSU that are demonstrating good practice 

and parts that require improvement, b) CSU practices and external benchmarks of good practices 

• facilitate organisational change and renewal (through engagement of all relevant people) in moving CSU 

towards becoming a centre for excellent education for practice. 

B) Project Groups – engaged in review and development activities around Theme 2 that were commenced in 

2008 and pursued through three Project Groups dealing with Overview and Curriculum Development, 

Fieldwork Management and Fieldwork Staff Development. 

Project Group 1 chaired by Professor Joy Higgs, Director EFPI, coordinated EFPI strategies and focused on 

the broad direction and strategies. 

Project Group 2 chaired by Associate Professor Lindy McAllister, Deputy Director EFPI (semester 1) and Dr 

Megan Smith Deputy Director EFPI (semester 2), commenced a review of fieldwork management and 

education programs with the goal of establishing issues to be addressed, goals for improvement and 

actions required short and long term to improve systems and strategies (including academic, fieldwork 

education and administrative/support systems and programs). 

Project Group 3 chaired by Dr Stephen Loftus, Deputy Director EFPI, reviewed and developed strategies 

and policies for the staff development and career pathways of fieldwork coordinators, administrators and 

educators. 

C) Self‐Review Processes to Concurrently Pursue CQI and AUQA Audit Preparation in 2008 . 

This involved: 

1. Engagement and Participation across the University 

• Goals, strategies and ongoing outcomes were communicated through Update newsletters, What’s New 

and AUQA websites 

• Meetings were held with Sub‐Deans (Learning and Teaching )to involve them in fieldwork education 

standards development and the work of the Project Groups. 

• Discussion Forums were held to invite staff, student, fieldwork educators and external stakeholder input 

• EFPI pursued collaboration with and input from relevant groups including CELT, LMC, The Flexible Learning 

Institute (FLI), The CSU Library and DIT, and the CSU Degree Initiative program. 

• EFPI sought existing resources (data, reports, websites) to provide input to the self‐audit. 

• Discussion groups were conducted at the CSU Education Conference. 

2. Identifying and Communicating Good Practices : 

• Teaching fellowships identified good practices in fieldwork and other areas of education for practice 

• Staff and teaching fellows identified benchmarks relevant to CSU programs and Theme 2. 

• The Theme 2 team identified areas and gaps that need to be remediated to achieve good practice in 

practice‐based and professional education. 

• The team disseminated good practice information via the website and CSU conferences 

22

Ex Officio 

MEMBERSHIP OF THE EFPI ADVISORY BOARD 

Professor Ross Chambers Deputy Vice Chancellor (Academic) 

Invited Members: 

Jennifer Bell Organisational Development 

APPENDIX 1 

Professor Mike Keppell Director, Institute for Innovation in Flexible Learning and Teaching 

Assoc Prof Marian Tulloch Director, Centre for Enhancing Learning and Teaching 

Ms Kerryn Amery Director, Operations, Division of Library Services 

Ms Cynthia Lawler PEN Representative 

Liaison Officer, School of Humanities and Social Sciences 

Professor Jo‐Anne Reid RIPPLE Representative 

Associate Dean, Faculty of Education 

Dr Rosemary Black Senior Lecturer, School of Environmental Sciences, Faculty of 

Science 

Professor Margaret Alston Director, School of Humanities and Social Sciences, Faculty of Arts 

Ms Wendy Hastings Sub Dean, School of Teacher Education, Faculty of Education 

Prof Mark Farrell Sub Dean, Faculty of Business 

Mr Anthony McKenzie Lecturer, Centre for Enhancing Learning and Teaching (CELT), 

Orange 

Assoc Prof Rosemary Woolston Head, School of Policing Studies, Goulburn 

23

PUBLICATIONS BY THE EFPI TEAM 

By EFPI staff, students and CSU adjunct staff (D. Fish, D. Horsfall, H. Armstrong) 

APPENDIX 2 

BOOKS 

Higgs, J., Jones, M., Loftus, S., & Christensen, N., (Eds). (2008). Clinical reasoning in the health professions (3rd ed.). 

Edinburgh: Elsevier. 

Higgs, J., Ajjawi, R., McAllister, L., Trede, F., & Loftus, S. (Eds.). (2008). Communicating in the health sciences (2nd ed.). 

Melbourne: Oxford University Press. 

Trede, F. (2008). A critical practice model for physiotherapy. Saarbrücken: VDM Verlag Dr. Müller. 

CHAPTERS 

Ajjawi, R., & Higgs, J. (2008). Learning to communicate clinical reasoning. In J. Higgs, M. Jones, S. Loftus & N. Christensen 

(Eds.), Clinical reasoning in the health professions (3rd ed.) (pp. 331‐338). Edinburgh: Elsevier. 

Ajjawi, R., & Rees, C. (2008). Theories of communication. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), 

Communicating in the health sciences (2nd ed.) (pp. 11‐17). Melbourne: Oxford University Press. 

Ajjawi, R., Higgs, J., & McAllister, L. (2008). Communicating clinical reasoning. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & 

S. Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 134‐141). Melbourne: Oxford University Press. 

Ajjawi, R., Sefton, A., & Street, A. (2008). Searching the literature and managing the collected data. In J. Higgs, R. Ajjawi, L. 

McAllister, F. Trede & S. Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 264‐272). Melbourne: 

Oxford University Press. 

Alder, S., & Horsfall, D. (2008). Beyond the restitution narrative – allowing patients to frame their own narratives. In J. 

Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), Clinical reasoning in the health professions (3rd ed.) (pp. 349‐ 

356). Edinburgh: Elsevier. 

Christensen, N., Jones, M., Edwards, I., & Higgs, J. (2008). Helping physiotherapy students develop clinical reasoning 

capability. In J. Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), Clinical reasoning in the health professions (3rd 

ed.) (pp. 389‐396). Edinburgh: Elsevier. 

Christensen, N., Jones, M., Higgs, J., & Edwards, I. (2008). Dimensions of clinical reasoning capability. In J. Higgs, M. Jones, S. 

Loftus & N. Christensen (Eds.), Clinical reasoning in the health professions (3rd ed.) (pp. 101‐110). Edinburgh: 

Elsevier. 

Croker, A., Loftus, S., & Higgs, J. (2008). Multidisciplinary clinical decision making. In J. Higgs, M. Jones, S. Loftus & N. 

Christensen (Eds.), Clinical reasoning in the health professions (3rd ed.) (pp. 291‐298). Edinburgh: Elsevier. 

Croker, A., & Coyle, J. (2008). Communicating in teams. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), 


Ellis, E., & Trede, F. (2008). Communication and duty of care. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), 

Communicating in the health sciences (2nd ed.) (pp. 179‐186). Melbourne. 

Fish, D., & de Cossart, L. (2008). Cultivating a thinking surgeon: Using a clinical thinking pathway as a learning and 

assessment process. In J. Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), Clinical reasoning in the health 

professions (3rd ed.) (pp. 451‐459). Edinburgh: Elsevier. 

Fish, D., & Higgs, J. (2008). The context for clinical decision making in the twenty‐first century. In J. Higgs, M. Jones, S. Loftus 

& N. Christensen (Eds.), Clinical reasoning in the health professions (3rd ed.) (pp. 19‐30). Edinburgh: Elsevier. 

Grimmer, K., & Loftus, S. (2008). Algorithms, clinical pathways and clinical guidelines. In J. Higgs, M. Jones, S. Loftus & N. 


Hay, I., & McAllister, L. (2008). Learning to write essays and assignments. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. 

Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 55‐65). Melbourne: Oxford University Press. 

Higgs, J., Fish, D., & Rothwell, R. (2008). Knowledge generation and clinical reasoning in practice. In J. Higgs, M. Jones, S. 


Elsevier. 

Higgs, J., Jones, M., & Titchen, A. (2008). Knowledge, reasoning and evidence for practice. In J. Higgs, M. Jones, S. Loftus & 

N. Christensen (Eds.), Clinical reasoning in the health professions (3rd ed.) (pp. 151‐161). Edinburgh: Elsevier. 

Higgs, J., & Loftus, S. (2008). A place for new research directions. In J. Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), 

Clinical reasoning in the health professions (3rd ed.) (pp. 213‐220). Edinburgh: Elsevier. 

Higgs, J., & Jones, M. (2008). Clinical decision making and multiple problem spaces. In J. Higgs, M. Jones, S. Loftus & N. 


Higgs, C., & Higgs, J. (2008). Formatting and text styles. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), 


Higgs, C., & Higgs, J. (2008). Doing PowerPoint presentations. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), 


Higgs, C., & Higgs, J. (2008). Designing tables and graphics. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), 


Higgs, J., & Mahony, M. J. (2008). Leading groups and meetings. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus 

(Eds.), Communicating in the health sciences (2nd ed.) (pp. 252‐262). Melbourne: Oxford University Press. 

Higgs, J., & Street, A. (2008). Thesis writing. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), Communicating in 

the health sciences (2nd ed.) (pp. 281‐289). Melbourne: Oxford University Press. 

24

Higgs, J., McAllister, L., & Rosenthal, J. (2008). Learning to do academic writing. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede 

& S. Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 41‐54). Melbourne: Oxford University Press. 

Higgs, J., McAllister, L., & Sefton, A. (2008). Communication in the health and social sciences. In J. Higgs, R. Ajjawi, L. 

McAllister, F. Trede & S. Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 2‐10). Melbourne: 

Oxford University Press. 

Higgs, J., Rosenthal, J., & Ajjawi, R. (2008). Reference systems and strategies. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & 


Khatami, S., MacEntee, M. I., & Loftus, S. (2008). Clinical reasoning in dentistry. In J. Higgs, M. Jones, S. Loftus & N. 


Larsen, D., Loftus, S., & Higgs, J. (2008). Understanding knowledge as a sociocultural historical phenomenon. In J. Higgs, M. 

Jones, S. Loftus & N. Christensen (Eds.), Clinical reasoning in the health professions (3rd ed.) (pp. 173‐179). 

Edinburgh: Elsevier. 

Loftus, S., & Higgs, J. (2008). Learning the language of clinical reasoning. In J. Higgs, M. Jones, S. Loftus & N. Christensen 


Loftus, S., & Smith, M. (2008). A history of clinical reasoning research. In J. Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), 


Loftus, S., & Mackey, S. (2008). Interviewing patients and clients. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus 


Loftus, S., & Sefton, A. (2008). Communicating in problem‐based learning classes. In J. Higgs, R. Ajjawi, L. McAllister, F. 

Trede & S. Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 85‐91). Melbourne: Oxford University 

Press. 

McAllister, L., & Rose, M. (2008). Speech‐language pathology students: Learning clinical reasoning. In J. Higgs, M. Jones, S. 


Elsevier. 

McAllister, L., & Whiteford, G. (2008). Facilitating clinical decision making in students in intercultural fieldwork placements. 

In J. Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), Clinical reasoning in the health professions (3rd ed.) (pp. 357‐ 

365). Edinburgh: Elsevier. 

McAllister, L. (2008). Giving feedback. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), Communicating in the 

health sciences (2nd ed.) (pp. 92‐99). Melbourne: Oxford University Press. 

McAllister, L., Hay, I., & Street, A. (2008). Writing records, reports, and referrals in professional practice. In J. Higgs, R. 

Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 142‐151). 

Melbourne: Oxford University Press. 

McAllister, L., & Street, A. (2008). Talking with colleagues, patients, clients, and carers. In J. Higgs, R. Ajjawi, L. McAllister, F. 

Trede & S. Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 102‐110). Melbourne: Oxford 

University Press. 

Paterson, M., & Higgs, J. (2008). Professional practice judgement artistry. In J. Higgs, M. Jones, S. Loftus & N. Christensen 


Portsmouth, L., Coyle, J., & Trede, F. (2008). Working as a member of a health team. In J. Higgs, R. Ajjawi, L. McAllister, F. 



Portsmouth, L., & Trede, F. (2008). Communicating with the community about health. In J. Higgs, R. Ajjawi, L. McAllister, F. 



Ryan, S., & Higgs, J. (2008). Teaching and learning clinical reasoning. In J. Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), 


Sefton, A., Trevena, L., & Loftus, S. (2008). Working with groups: Consulting, advocating, mediating, and negotiating. In J. 

Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), Communicating in the health sciences (2nd ed.) (pp. 117‐ 

124). Melbourne: Oxford University Press. 

Shanahan, L., & McAllister, L. (2008). Preparing a community health proposal. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & 


Smith, M., Higgs, J., & Ellis, E. (2008). Factors influencing clinical decision making. In J. Higgs, M. Jones, S. Loftus & N. 


Street, A., Hay, I., & Ajjawi, R. (2008). Presenting talks at conferences. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus 


Street, A., & Higgs, J. (2008). Writing papers for journals. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), 


Street, A., Sefton, A., & Loftus, S. (2008). Giving talks in class. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. Loftus (Eds.), 


Trede, F., & Higgs, J. (2008). Clinical reasoning and models of practice. In J. Higgs, M. Jones, S. Loftus & N. Christensen 


Trede, F., & Higgs, J. (2008). Collaborative decision making. In J. Higgs, M. Jones, S. Loftus & N. Christensen (Eds.), Clinical 

reasoning in the health professions (3rd ed.) (pp. 43‐54). Edinburgh: Elsevier. 

Trede, F., McAllister, L., & Street, A. (2008). Intercultural communication. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. 


Trede, F., & Smith, M. (2008). Being assertive in teams and workplaces. In J. Higgs, R. Ajjawi, L. McAllister, F. Trede & S. 


25

PAPERS 

Ajjawi, R., & Higgs, J. (2008). Learning to reason: A journey of professional socialisation. Advances in Health Sciences 

Education, 13(2), 133‐150. 

Armstrong, H., & Tooth, J. (2008). The ROI dilemma: evaluating the benefits of coaching in an organisation needs a different 

approach, HR Monthly, June 2008, 36‐39. 

McAllister, L., Higgs, J., & Smith, D. (2008). Facing and managing dilemmas as a clinical educator, Higher Education Research 

& Development, 27(1), 1‐13. 

Pynt, J., Mackey, M.G., & Higgs, J. (2008). Kyphosed seated postures: extending concepts of postural health beyond the 

office, Journal of Occupational Rehabilitation, 18(1), 35‐45. 

Pynt, J., & Higgs, J. (2008). Nineteenth Century Patent Seating: Too Comfortable To Be Moral? Journal of Design History, 

21(2), 277‐288. 

Tooth, J., Higgs, J., & Armstrong, H. (2008). The executive’s perspective on coaching, Training and Development, August 

2008, 15‐18. 

26

CONFERENCE ABSTRACTS 

2008 CONFERENCE PRESENTATIONS 

APPENDIX 3 

Ajjawi R, Higgs J, (2008). “Talking the talk and thinking the think”: learning clinical reasoning and its communication. In: 

Proceedings of the 13th Ottawa International Conference on Clinical Competence (OZZAWA), 5‐8 March, 

Melbourne, Vic, (p 17). 

Bowles W (2008). Best practice in counselling and clinical social work and welfare placements: an exploratory study. In: 

Proceedings of the CSUED: Educational Interactions & Curricula Conference, 18‐20 November, Wagga Wagga, NSW, 

(p 9). 

Bowles W (2008). Assessment challenges in social work and human services field education. In: Proceedings of the CSUED: 

Educational Interactions & Curricula Conference, 18‐20 November, Wagga Wagga, NSW, (p 24). 

Bowles W, Colleridge M, Murdoch D (2008). Interactive on‐line learning for supervisors of practicum students. In: 


(p 14). 

Burgess C, Smith M (2008). Managing fieldwork education ‐ using “the self‐assessment tool”. In: Proceedings of the CSUED: 

Educational Interactions & Curricula Conference, 18‐20 November, Wagga Wagga, NSW, (p20). 

Burgess C (2008). Improving quality in practice based learning. In: Proceedings of the CSUED: Educational Interactions & 

Curricula Conference, 18‐20 November, Wagga Wagga, NSW, (p 21). 

Clarke D (2008). Enhancing practice‐based learning in physical education (PE): creating school‐university partnerships. In: 


(p 20). 

Clarke D (2008). Work integrated learning: developing guiding principles for implementation in tertiary courses. In: 


(p 21). 

Croker A, Higgs J, Trede F (2008). Collaboration in rehabilitation teams: illuminating the practice. In Proceedings of the 

Research Institute for Professional Practice, Learning and Education (RIPPLE) 'Action Research and Professional 

Practice' Conference, 7‐8 February, Wagga Wagga, NSW, (p2). 

Croker A, Higgs J, Trede F (2008). Collaboration in rehabilitation teams: can team members’ experiences inform ongoing 

development of interprofessional communication? In: Proceedings of the 13 th Ottawa International Conference on 

Clinical Competence (OZZAWA), 5‐8 March, Melbourne, Victoria, (p 100). 

Croker A, Higgs J, Trede F (2008). Shared decision‐making in rehabilitation teams: the role of patient‐directed proxy. In 

Proceedings of the European Association for Communication in Healthcare (EACH) International Conference on 

Communication in Healthcare, 2‐5 September, Oslo, Norway, (04C.1). 

Dwyer GM, Baur LA, Hardy LL, Higgs J (2008). Assessing the validity of Pre‐PAQ: a work in progress. In Proceedings of the 

Discipline of Paediatrics and Child Health Postgraduate Conference, 15 August, Sydney, NSW, (p ?). 

Dwyer GM, Baur LA, Hardy LL, Higgs J (2008). Assessing the validity of Pre‐PAQ: a work in progress. In Proceedings of the 

Colleges of Health Postgraduate Conference, 11‐12 December, Sydney, NSW, (p ?). 

Grace S (2008). Doctor‐patient relationships in integrative medicine: contemporary social trends. In: Proceedings of the 4 th 

International Conference in Holistic Health and Medicine, 24‐26 September, Kentucky, Lexington, (p 34). 

Grace S, Higgs J (2008) Integrative medicine: enhancing safety and quality in primary health care. In: Proceedings of the 3 rd 

International Congress on Complementary Medicine Research, 29‐31 March, Sydney, NSW, (p 30). 

Higgs J (2008). Workplace education for graduate meta‐practices. In: Proceedings of the Work Integrated Learning (WIL): 

Transforming Futures, World Association of Cooperative Education WACE/ACEN Asia Pacific Conference, 30 

September – 3 October, Manly, NSW, (p 68). 

Higgs J (2008). Translating educational practice into scholarship – publishing about your teaching. In: Proceedings of the 

CSUED: Educational Interactions & Curricula Conference, 18‐20 November, Wagga Wagga, NSW, (p 29). 

Loftus S (2008). Educating medical students for professional practice. In Proceedings of the Research Institute for 

Professional Practice, Learning and Education (RIPPLE) 'Action Research and Professional Practice' Conference, 7‐8 

February, Wagga Wagga, NSW, (p5). 

Loftus S, Higgs C (2008) Learning the language of multidisciplinary practice. In: Proceedings of the 8 th International PEPE 

Conference, 23‐25 January, Edinburgh, Scotland, (p 34). 

Loftus S, Higgs J (2008). Professional communities and their language. In: Proceedings of the 31 st Annual HERDSA 

Conference, 1‐4 July, Rotorua, New Zealand, (p 79). 

Loftus S, Higgs J (2008). Learning the rhetoric of professional practice. In: Proceedings of the Work Integrated Learning 

(WIL): Transforming Futures, World Association of Cooperative Education WACE/ACEN Asia Pacific Conference, 30 

September – 3 October, Manly, NSW, (p 40). 

Loftus S (2008). Educating fieldwork educators. In: Proceedings of the CSUED: Educational Interactions & Curricula 

Conference, 18‐20 November, Wagga Wagga, NSW, (p 16). 

Loftus S, Higgs J (2008). Researching the Individual in Workplace Research. In: Proceedings of the 11 th International 

Conference on Experiential Learning Conference, 1 December, Sydney, NSW, (p 79). 

Loftus S, Higgs J (2008). Researching the individual in workplace research. In Proceedings of the 11th International 

Conference on Experiential Learning 8‐12 December, Sydney, NSW, (p125). 

27

Maginnis C, Croxon, L (2008). Nursing practice and the reality of the clinical setting. In: Proceedings of the CSUED: 


McKenzie A, Higgs J (2008). University leaders and communities of practice: exploring the dynamics of institutional 

transformation. In: Proceedings of the 31 st Annual HERDSA Conference, 1‐4 July, Rotorua, New Zealand, (p 63). 

McKenzie A, Higgs J, Horsfall D (2008). Exploring the practice‐pedagogy middle ground: progress report on a hermeneutic 

inquiry into education for practice. In: Proceedings of the Work Integrated Learning (WIL): Transforming Futures, 

World Association of Cooperative Education WACE/ACEN Asia Pacific Conference, 30 September – 3 October, 

Manly, NSW, (p 43). 

McKenzie A, Childs M (2008). Learning to move with the times: re‐design imperatives for FULT and TTC. In: Proceedings of 

the CSUED: Educational Interactions & Curricula Conference, 18‐20 November, Wagga Wagga, NSW, (p 34). 

McKenzie A, Cochrane K (2008). A course evaluation tool that puts subject content, pedagogy and epistemology in the 

spotlight. In: Proceedings of the CSUED: Educational Interactions & Curricula Conference, 18‐20 November, Wagga 

Wagga, NSW, (p 31). 

McLeod‐Boyle A (2008). Supervisors’ perceptions of professional behaviours of allied health students. In: Proceedings of 

the CSUED: Educational Interactions & Curricula Conference, 18‐20 November, Wagga Wagga, NSW, (p 21). 

McMullen C, Bone Z, Clarke D (2008). From teaching practice to scholarship in teaching: the writing group experience. In: 


(p 34). 

Olsen M, Higgs J, Trede F (2008). Investigating shared decision making in early dietetic practice: a qualitative approach. In 

Proceedings of the Research Institute for Professional Practice, Learning and Education (RIPPLE) 'Action Research 

and Professional Practice' Conference, 7‐8 February, Wagga Wagga, NSW, (p8). 

Olsen M, Higgs J, Trede F (2008). Collaboration in dietetic practice: implications for tertiary education In: Proceedings of the 

13th Ottawa International Conference on Clinical Competence (OZZAWA), 5‐8 March, Melbourne, Victoria, (p 280). 

Olsen M, Higgs J, & Trede F (2008). Emancipatory practice development for early career dieticians: lessons for tertiary 

educators. In: Proceedings of the Work Integrated Learning (WIL): Transforming Futures, World Association of 

Cooperative Education WACE/ACEN Asia Pacific Conference, 30 September – 3 October, Manly, NSW, (p 48). 

Olsen M (2008). A critical reflective inquiry into collaborative decision making: an action learning approach. In: Proceedings 

of the CSUED: Educational Interactions & Curricula Conference, 18‐20 November, Wagga Wagga, NSW, (p 35). 

Olsen M, Higgs J, Trede F (2008). Exploring collaborative approaches to decision‐making in healthcare: lessons for tertiary 

Educators. In: Proceedings of the ANZAME Practice, Scholarship and Research in Health Professional Education 

Conference. 10‐13 July, Sydney, NSW, (p 89). 

Patton N, Higgs J, Smith M (2008). Situated learning in physiotherapy clinical education. In Proceedings of the Research 

Institute for Professional Practice, Learning and Education (RIPPLE) 'Action Research and Professional Practice' 

Conference, 7‐8 February, Wagga Wagga, NSW, (p11). 

Patton N, Higgs J, Smith M (2008). Situated learning: physiotherapy clinical education experience. In: Proceedings of the 

31 st Annual HERDSA Conference, 1‐4 July, Rotorua, New Zealand, (p 50). 

Robinson C, Patton N (2008). Collaborative clinical learning: exploring undergraduate allied health students’ experience 

using mixed methods research. In: Proceedings of the CSUED: Educational Interactions & Curricula Conference, 18‐ 

20 November, Wagga Wagga, NSW, (p 23). 

Tasker D, Loftus S, Higgs J (2008). Physiotherapeutic interactions in community‐based chronic and complex healthcare. In 

Proceedings of the Research Institute for Professional Practice, Learning and Education (RIPPLE) 'Action Research 

and Professional Practice' Conference, 7‐8 February, Wagga Wagga, NSW, (p15). 

Tasker D, Loftus S, Higgs J (2008). Crafting physiotherapeutic interactions in community‐based chronic and complex 

healthcare. In: Proceedings of the 13th Ottawa International Conference on Clinical Competence (OZZAWA), 5‐8 

March, Melbourne, Victoria, (p 659). 

Tooth J, Higgs J, Armstrong H, (2008). Executive Coaching in Australia, Its impact on executives and their organisations. In 

Proceedings of the Catalyst Australasian Executive Coaching Summit, 25‐26 March, Sydney, NSW, (p?). 

Tooth J, Higgs J, Armstrong H, (2008). Illuminating Executive Coaching in Australia: the Executive’s Perspective. In: 

Proceedings of the Australian Institute of Training and Development (AITD) National Conference "Learning Alive 

"How‐to" for the learning professional", 22‐23 April, Sydney, NSW, (p?). 

Tooth J, Higgs J, Armstrong H, (2008). The practice of executive coaching in Australia: illuminating the phenomenon. In: 

Proceedings of the Work Integrated Learning (WIL): Transforming Futures, World Association of Cooperative 

Education WACE/ACEN Asia Pacific Conference, 30 September – 3 October, Manly, NSW, (p.70). 

Tooth J, Higgs J, Armstrong H (2008). Illuminating the professional practice of executive coaching. In Proceedings of the 

Research Institute for Professional Practice, Learning and Education 'Action Research and Professional Practice' 

Conference, 7‐8 February, Wagga Wagga, NSW, (p 16). 

Tooth J, Higgs J, & Armstrong, H (2008). Executive coaching: experiential learning for Australian leaders. In Proceedings of 

the 11th International Conference of Experiential Learning. The Identity of Experience, 8‐12 December, Sydney, 

NSW, (p 105). 

Trede F, Higgs J (2008). Developing a critical practice. In Proceedings of the 11 th International Conference on Experiential 

Learning Conference, 1 December, Sydney, NSW, (p81). 

Trede F (2008) The doctors’ storybook. In Proceedings of the ANZAME Practice, Scholarship and Research in Health 

Professional Education Conference. 10‐13 July, Sydney, NSW, (pg 119). 

Trede F, Higgs J (2008). Developing a fieldwork education discourse at university level. In Proceedings of the Work 

Integrated Learning (WIL): Transforming Futures, World Association of Cooperative Education WACE/ACEN Asia 

Pacific Conference, 30 September – 3 October, Manly, NSW, (p.56). 

28

Trede F (2008). Graduate stories: what is it really like being a junior in the workplace – lessons for WIL. In: Proceedings of 

the Work Integrated Learning (WIL): Transforming Futures, World Association of Cooperative Education 

WACE/ACEN Asia Pacific Conference, 30 September – 3 October, Manly, NSW, (p.71). 

Trede F, Higgs J (2008). Critical transformative dialogues: a conceptual model for effective communication in healthcare. In 

Proceedings of the European Association for Communication in Healthcare International Conference on 

Communication in Healthcare, 2‐5 September, Oslo, Norway, (p. 14E.5). 

Trede F, Flowers R (2008). Evaluating a process of storymaking to enhance communicative dialogues. In: Proceedings of the 

European Association for Communication in Healthcare International Conference on Communication in Healthcare, 

2‐5 September, Oslo, Norway, (p 14E.1). 

Trede F, Higgs J, McAllister L, Loftus S, Bowles W (2008). Profiling fieldwork education at CSU. In Proceedings of the 

Research Institute for Professional Practice, Learning and Education (RIPPLE) 'Action Research and Professional 

Practice' Conference, 7‐8 February, Wagga Wagga, NSW, (p 17). 

Trede F (2008). The doctor storybook. In Proceedings of the Research Institute for Professional Practice, Learning and 

Education (RIPPLE) 'Action Research and Professional Practice' Conference, 7‐8 February, Wagga Wagga, NSW, (p 

18). 

Trede F, Higgs J (2008). Developing a critical practice. 11th International Conference on Experiential Learning 8‐12 

December, Sydney, NSW, (p127). 

Van Heekeren B (2008). Acceleration to legitimation: a successful WIL model using the principles of legitimate peripheral 

participation. In: Proceedings of the Work Integrated Learning (WIL): Transforming Futures, World Association of 

Cooperative Education WACE/ACEN Asia Pacific Conference, 30 September – 3 October, Manly, NSW, (p 59). 

Van Heekeren B (2008). Tackling WIL: making sense of the practice based education phenomenon. In: Proceedings of the 

CSUED: Educational Interactions & Curricula Conference, 18‐20 November, Wagga Wagga, NSW, (p 27). 

Van Heekeren B (2008). Practice makes perfect: a highlight from a successful ALTC citation. In: Proceedings of the CSUED: 


Van Heekeren B (2008). Engineering the inbound journey: designing WIL assessment tasks within a legitimate peripheral 

participation framework. In Proceedings of the Research Institute for Professional Practice, Learning and Education 

(RIPPLE) 'Action Research and Professional Practice' Conference, 7‐8 February, Wagga Wagga, NSW, (p 19). 

29

(A) Seed Grant Recipients 2007‐8 

SEED GRANTS 

Ms Deb Clarke, School of Human Movement Studies 

‘Enhancing practice‐based learning in physical education: Creating school‐university partnerships’ 

Ms Lynda Ireland, Ms Alexandra Elibank Murray & Dr Noel Thomas, School of Teacher Education 

‘Korean cultural awareness preparation and professional experience (KCAPPE)’ 

APPENDIX 4 

Dr Ian Hardy, Dr Helen Russell, Dr Christine Edwards‐Groves, Dr Jane Wilkinson, Dr Tracey Smith, Dr Cathy 

Down & Mr Will Adlong, School of Education, ‘Exploring and theorising professional education practices’ 

Mrs Cathy Maginnis & Mrs Lyn Croxon, School of Nursing & Midwifery 

‘Are we preparing nursing students for the reality of the clinical practice setting?’ 

Mrs Annette McLeod‐Boyle, School of Community Health 

‘Supervisors’ perceptions of professional behaviours of allied health students’ 

Dr Michelle Ortlipp, Murray School of Education, Dr Doreen Rorrison, School of Teacher Education, Dubbo & 

Ms Mary Marshall, School of Teacher Education, Ontario, ‘A paired practicum experience: Enhancing 

understanding and demonstration of inclusive teaching in a learning community’ 

Ms Sabine Pagan, School of Visual and Performing Arts 

‘In the making: New strategies for professional practice and education in jewellery design and manufacture’ 

Ms Linda Wilson & Ms Lucie Shanahan, School of Community Health, Ms Renee Jones, Ms Rebecca Edmunds & 

Ms Tanya Dawe, Albury Base Hospital, ‘The development and enhancement of clinical education in the speech 

pathology department at Albury Base Hospital’ 

Dr Doreen Rorrison, School of Teacher Education, Dubbo 

‘A pedagogy of the practicum. Constructing understanding of practicum learning through resonating stories 

about the junior primary and primary practica’ 

(B) Seed Grant Recipients 2008‐9 

Mr Scott Devenish, School of Biomedical Sciences 

’Lessons learnt from the academisation of the health professions’ 

Dr. Mir Rabiul Islam, Mr David Bull and A/Prof Rosemary Woolston 

School of Social Sciences & Liberal Studies 

’The impact of field placement on the career motivation and occupational identity of policing students in NSW’ 

Ms Sharon Milsome. Murray School of Education 

’An evaluation of intercultural learning of pre‐service teachers’ 

Ms Narelle Patton, School of Community Health 

’Situated learning in physiotherapy clinical education: Clinical educator’s perspective’ 

Ms Marissa Olsen, School of Dentistry and Health Sciences 

’Developing approaches to collaborative decision making in health care practice: a tertiary educator’s guide’ 

Mr Stuart Woodcock. School of Education, Wagga Wagga 

’Preparing teachers for the inclusive education milieu’ 

Dr Cathi McMullen, Zelma Bone, Andrew Mashman, School of Marketing and Management 

’Optimising WIL placements for students on campus’ 

Ms Narelle Patton, School of Community Health, 

’Situated learning in physiotherapy clinical education – Clinical educator’s perspective’ 

30

2008 initiative - Life - Charles Sturt University

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