Developing experiential learning in the built environment: the case of social housing

This case study considers the development of practice and professional skills within the context of an academic programme of study. The case study focuses on the process of guided experiential learning at Oxford Brookes University within which college-based students can be introduced into a practice environment in a structured and nurturing manner. This approach involves the completion of a programme practice studies both reflectively and analytically while retaining links with academic study.

Good Practice Points:

• In developing a placement there is a need to be clear that it must serve the needs of the three parties to the 'contract' the student the receiving organisation and the placing organisation.
• The placement should offer a practical basis for assessment through which the development of a student's practical and professional skills might be tracked. For a vocationally orientated course this offers an acid test of how students might translate from academic study to an applied setting.
• Students should be prepared as much as possible for the placement experience. For some it may be their first taste of working in an operational environment. This can be achieved through both formal and informal sessions and through previous years students being invited to come back and share their experiences.
• The accompanying handbook must be produced in such a way as to provide the maximum guidance for students who will spend much of their time remote from the university. Such a system therefore requires that an effective support infrastructure is put in place.
• It is made clear to any potential placement organisation that students are not cheap labour and that the programme must be properly constructed to cater for a variety of practice experiences and appropriately supported.
• When commencing placements students should have the opportunity early on to debrief their initial experience to their fellow students and to gain knowledge of how service delivery is conducted in other environments. This enables students to engage in a comparative analysis of cultural responses irrespective of whether they are placed in an inner urban area or a rural location.
• Support should be provided throughout the placement for the students. This should recognise the needs of individual students and provide safeguards against harassment discrimination exploitation and marginalisation.
• Most successful placement arrangements develop over time. It is productive to develop on-going relationships with good receiving organisations which will get to understand the students and the placement requirements.
• Finally it is important to establish a fail safe mechanism i.e. a process for supporting or if something goes significantly wrong removing students from a placement.