Inclusive PACE: An experience for all students

Jacqueline Mackaway, Leanne Carter, Theresa Winchester-Seeto, Gail Whiteford

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

2 Citations (Scopus)

Abstract

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.
Original languageEnglish
Title of host publicationLearning through community engagement
Subtitle of host publicationVision and practice in higher education
EditorsJudyth Sachs, Lindie Clark
Place of PublicationSingapore
PublisherSpringer
Chapter13
Pages199-214
Number of pages16
ISBN (Electronic)9789811009990
ISBN (Print)9789811009976
DOIs
Publication statusPublished - 2017

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    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