Towards Effective International Work-Integrated Learning Practica in Development Studies: Reflections on the Australian Consortium for ‘In-Country’ Indonesian Studies' Development Studies Professional Practicum

Abstract

In recent years, overseas work-integrated learning practica have become an increasingly important part of development studies curricula in ‘Northern’ universities. This paper examines the factors that shape pedagogical effectiveness in the provision of such programmes, focusing on the case of the Australian Consortium for ‘In-Country’ Indonesian Studies' Development Studies Professional Practicum. Particular attention is given to the five principles of effective practice identified by Benjamin Lough in relation to international social work placements.

Keywords:

• Development studies
• internships
• experiential learning
• Indonesia

Notes

¹ In addition to the programme examined here, examples include the Development Project Management Institute development practicum offered by the Monterey Institute of International Studies at Middlebury College and SIT Study Abroad's Development Practicum.

² Definitions of ‘service-learning’ vary considerably (Furco, 1996; Grusky, 2000). The classic definition provided by Robert Sigmon conceived of it as an approach to experiential education in which there is reciprocal learning. The important point for our purposes is that the term has been used to cover a wide variety of experiential learning programmes including work-integrated learning practica (Furco, 1996, p. 2).

³ A notable exception in this respect is Davidson et al.'s (2009) analysis of simulated participatory learning methods.

⁴ I have played two roles in relation to the DSPP. I was Chair of the DSPP Steering Committee, the body that designed the activity, and DSPP Project Officer, a role that involves overseeing the activity in-country and carrying out the academic assessment.

⁵ The grant was provided through DEEWR's Diversity and Structural Adjustment Fund.

⁶ The programme has so far attracted students from six Australian universities: Adelaide, Flinders, Murdoch, Monash, New South Wales and Wollongong.

⁷ See ACICIS (nd) for a brief description of ACICIS's background and programmes.

⁸ I have edited these lightly to correct spelling and grammatical errors and removed any references that might identify the student or host organization. I wish to thank the students concerned for their permission to use their statements.

⁹ The idea that there should be reciprocity in service-learning activities is a strong theme of the literature on this subject; see, for instance, Furco (1996).

¹⁰ These individuals, all of whom are members of DSPP Steering Committee, are Susanne Schech, Craig Thorburn, Duncan McDuie-Ra, Alberto Gomes, Jane Hutchison and Matthew Clarke.