There has been sector-wide recognition of the increased need for a streamlined, quality-assured process for engagement with third party providers (TPP) to minimise duplication of effort and maximise outcomes for students.
The Australian Collaborative Education Network (ACEN) has worked in collaboration with The University of Queensland (UQ) to produce best-practice guidance on the development of collaborative relationship with TPPs.
The guide builds on best-practice, including the IEAA Guide to Working with TPPs, provides an introduction to engaging with TPPs, and provides suggested resources that individual universities and stakeholders can adapt to their specific requirements.
This is a living document and we invite feedback about content and applicability. Suggestions for additions and amendments should be sent to email@example.com
Third party provider document
By Merrelyn Bates (Griffith University)
12 February 2010
The purpose of this document is to report the findings of a survey directed to WIL staff (both academic and general) across the Griffith University sector. It follows an initial study – Workintegrated Learning: Academic Workload and Recognition – published in 2007 (Bates & The Engaging Students in the Workplace (ESiWP) Working Party, 2007), which had been initiated by Professor John Dewar in his role as Deputy Vice-Chancellor (Academic). The goal of this investigation was to present a scholarly and detailed evidence-based analysis of the WIL workload issues identified by academic and general staff. This paper is not addressing issues of ‘good practice’ but is an analysis of the duties that are associated with WIL courses offered across the University. The final report and its recommendations have been provided to Professor Sue Spence (Deputy Vice-Chancellor (Academic) for her consideration.