Establishing education governance frameworks between academia and industry

2015 OLT National Senior Teaching Fellow

Professor Amanda Henderson

Fellowship years: 2015 - 2017 (year due to complete)

Abstract: The capability and employability of our graduates is optimised through constructive educational partnerships between academia and industry. The quality of student experience and outcomes are enhanced when cross-sector partnerships are founded on effective communication between key stakeholders, clear and agreed learning outcomes, robust assessment processes and mutual understanding and respect for the active contributions of students as partners in the learning process. The intent of this fellowship is to collaboratively develop an education governance framework that operationalises the key factors that optimise student learning in practice situations. This will be progressed through extensive consultation with leaders across a range of disciplines, and by building on the extensive work funded by the OLT, in work integrated learning, learning outcomes, and innovations in design and assessment. This fellowship will synthesise existing resources and frameworks and employ this to facilitate academic and industry forums in articulating the elements of education governance that ensures attainment of standards and thereby enhancing graduate capability and employability.

Fellowship discipline: Cross-disciplinary

Fellowship years: 2007 - 2011

Abstract: In health care settings, doctors, nurses and allied professionals work as a multi-disciplinary team to provide comprehensive patient care. Teamwork is mandatory for good clinical practice; however, in Australia, the clinical preparation of health care students is undertaken unilaterally. Undergraduate learning needs to better reflect actual clinical practice, namely, collaboration between the disciplines of medicine and nursing, and interaction with patients. Interprofessional learning in clinical settings, that develops knowledge of respective roles, enhances mutual regard, communication, and collaboration between doctors and nurses, is proposed. Interprofessional learning requires building capacity of clinicians who supervise students during practice and providing additional structured facilitated student learning sessions. This Fellowship develops, implements and evaluates an educational model that supports interprofessional learning for medical and nursing students during clinical placements. Students collaborate to plan and undertake care. Patients are actively integrated into learning to extend the students' clinical knowledge and their communication skills.

Fellowship discipline: Health , Medicine