The focus of this chapter is on issues of equity, diversity and inclusion as they relate to PACE. The term ‘inclusive PACE’ is used here as a metaconcept to include three aspects of PACE, namely, curriculum, pedagogy and student support, which need to be considered when addressing issues of equality of student access and participation in PACE. While the chapter refers to the broader work-integrated learning literature, it draws heavily on findings from two PACE research projects conducted at the Macquarie University. The perspectives and experiences of students, academics and workplace (host) supervisors are included in relation to the barriers, enablers and challenges of inclusive PACE. The chapter concludes with a summary of the lessons Macquarie University has learnt in relation to access and equity in PACE, and highlights those factors considered critical to an inclusive approach to this type of learning.
|Title of host publication||Learning through community engagement|
|Subtitle of host publication||Vision and practice in higher education|
|Editors||Judyth Sachs, Lindie Clark|
|Place of Publication||Singapore|
|Number of pages||16|
|Publication status||Published - 2017|
Mackaway, J., Carter, L., Winchester-Seeto, T., & Whiteford, G. (2017). Inclusive PACE: An experience for all students. In J. Sachs, & L. Clark (Eds.), Learning through community engagement: Vision and practice in higher education (pp. 199-214). Springer. https://doi.org/10.1007/978-981-10-0999-0_13