Practice-based learning and professional education: Pursuing quality outcomes and sustainability

The provision of practice-based (e.g. workplace) experiences is now almost a universal requirement for students in higher education programs preparing graduates for specific occupations (Organisation for Economic Co-operation and Development, 2010). Whereas once such provision was largely restricted to medicine, law, physiotherapy, nursing and teaching, it is now being requested, demanded and expected across seemingly all programs that develop the capacities required for specific occupations (Department for Innovation, Universities and Skills, 2008; Universities Australia, 2008). Indeed, there is often increased engagement by professional bodies and industry groups in the form of requests for such experiences in occupational specific educational programs, supported in principle and even through regulation by the government. Students are also keen to engage in these experiences as they are concerned about developing capacities that will enhance their employability and preferably lead to direct employment. Consequently, there is much interest from external sources, including government, and there are growing expectations that higher education institutions in countries such as Australia and the UK will be able to provide a range of effective practicebased experiences that will enhance students' employability upon graduation.