• Section 1 - Purpose
• Background
• Scope
• Section 2 - Policy
• Part A - Principles of Experiential Education
• Part B - Curriculum and course requirements
• Part C - Approval, risk and accountability
• Part D - Access, wellbeing and safety
• Part E - Quality assurance and governance
• Section 3 - Procedures
• Work Integrated Learning requirements
• Global Education and Exchange requirements
• Section 4 - Definitions

Section 1 - Purpose

(1) This Policy governs the approval, design, delivery and assurance of Experiential Education at Macquarie University (the University), including Work Integrated Learning (WIL) and Global Education and Exchange (GLEE).

(2) This Policy provides a consistent approach that supports the quality of the University's Experiential Education offerings to better prepare students for the future world of work.

Background

(3) This Policy aligns with the strategic priorities of the University as outlined within:

1. Our University: A Framing of Dynamic Futures;
2. The Macquarie Advantage: Education for Future Generations; and
3. Indigenous Strategy 2026–2030.

(4) This Policy supports compliance with the Higher Education Standards Framework (Threshold Standards) 2021, professional accreditation and registration requirements, the Higher Education Support Act 2003, the Fair Work Act 2009, the Work Health and Safety Act 2011 (NSW), and health and safety, travel, insurance and other regulatory obligations that apply to an Experiential Education activity.

(5) This Policy is to be read in conjunction with the Curriculum Architecture Policy, the Work Health and Safety Policy, the Discrimination, Bullying and Harassment Prevention Policy, the Equity, Diversity, and Inclusion Policy, and the Student Accessibility Policy.

Scope

(6) This Policy applies to:

1. all Experiential Education undertaken as part of the requirements of a unit or course in the University's coursework award studies, including PACE and Future Ready units;
2. Experiential Education undertaken as part of higher degree research and Research Training;
3. Transnational education (TNE) courses where a Macquarie University degree is awarded are in scope, subject to any variations approved by Academic Senate within specific TNE agreements;
4. all staff of the University and third parties involved in the design, delivery or supervision of Experiential Education; and
5. all students undertaking Experiential Education 

Section 2 - Policy

Part A - Principles of Experiential Education

(7) The University includes Experiential Education in studies to enable students to apply knowledge and skills in practice at a level appropriate to their course and the Australian Qualifications Framework.

(8) The following principles should be applied in the design and delivery of Experiential Education:

1. Purposeful and integrated – Experiential Education should be intentionally designed and positioned within a course of study to support students to build and assure the capabilities required to meet course-level outcomes.
2. Authentic – Experiential Education should engage students in meaningful, real-world or realistically simulated professional practice relevant to their field of study and, where appropriate, should offer students agency to select from a curated range of options that optimise future work readiness.
3. Collaborative – Experiential Education is designed and delivered through meaningful, collaborative partnerships that add value for students, the University and its partners, and is informed by consultation with students, staff, industry and community partners, and people with relevant lived experience.
4. Equitable and inclusive – Experiential Education broadens participation and is designed to be inclusive, accessible and safe, so that every student is supported to thrive, succeed and excel.
5. Culturally safe and respectful – Experiential Education should embed Indigenous knowledges and perspectives where relevant, provide culturally safe and inclusive learning environments across University and host locations, and engage Aboriginal and Torres Strait Islander students, communities and partners respectfully.

(9) Experiential Education can include, but is not limited to:

1. Work Integrated Learning (WIL) – including placement, project, fieldwork, and simulation or virtual activities; and
2. Global Education and Exchange (GLEE) – including study abroad and university exchange experiences.

(10) In some instances, work experience or student employment may meet Experiential Education requirements within a course where approved under the Recognition of Prior Learning Policy.

(11) Some Experiential Education activities may be both Global Education and Exchange, and Work Integrated Learning. In these instances, the activity must comply with the requirements specific to both forms of activity.

Part B - Curriculum and course requirements

(12) In accordance with the Curriculum Architecture Policy, all Bachelor and Bachelor (Honours) courses, other than stand-alone 80 credit point structures and courses offered through Open Universities Australia, must incorporate a University-approved Experiential Education unit as designated by Academic Senate, such as a Future Ready or PACE unit, to support the implementation of quality Experiential Education and enhance employability outcomes.

(13) Experiential Education activities should, as far as practicable, be scheduled to align with standard session dates, and where an activity carries associated assessment, the assessment details must be made available to students before the activity commences.

(14) Experiential Education must be designed so that the experience contributes to the achievement of the relevant learning outcomes of a unit and/or course, including where it is delivered through a simulated or virtual environment, and is sufficiently authentic to enable students to develop and demonstrate the specified skills and/or capabilities.

(15) Where a course, unit or activity is subject to external professional accreditation, registration or licensing requirements, Experiential Education must be designed, delivered and quality assured to meet those requirements, and must be accurately described in representations made by the University or its agents.

(16) Where students in practical, clinical or professional courses listed under Schedule 3 of the Academic Progression Policy undertake Experiential Education, Fitness to Practice requirements apply and are governed by the Fitness to Practice Procedure.

Part C - Approval, risk and accountability

(17) All GLEE, and all WIL placements, fieldwork and off-site projects, must be University-approved before commencing.

(18) The requirements applied to an activity should be proportionate to its nature, mode, location and risk, recognising that the risks involved with Experiential Education are highly contextual and that a simulation, project, field activity and placement do not require identical controls, equivalent standards for quality assurance and risk management apply regardless of whether the activity is delivered in person, online, offshore, in a simulated environment or in a community setting.

(19) Unpaid work activities must not be University-approved unless permitted under applicable law, including where the activity is a lawful vocational placement under the Fair Work Act 2009.

(20) The University remains accountable for ensuring that an Experiential Education experience is educationally sound and that students have access to appropriate support, including where a student has taken the initiative to source the opportunity, and for lapses by a partner.

(21) Every University-approved Experiential Education activity has a Person-in-Charge responsible for its arrangement, oversight and compliance with this Policy, its Schedules, and applicable law.

Part D - Access, wellbeing and safety

(22) Experiential Education should be designed and delivered to be equitably accessible, including the implementation of reasonable adjustments in line with the Student Accessibility Policy.

(23) Experiential Education involving Aboriginal and Torres Strait Islander students, communities, organisations or knowledges must be conducted in a culturally safe and respectful manner, grounded in reciprocity and respect for Indigenous sovereignty and self-determination.

(24) The University should provide a safe and inclusive environment and monitor and support the wellbeing and safety of students engaged in Experiential Education.

(25) The University should act to prevent and respond to racism, discrimination, bullying and harassment affecting students in Experiential Education, whether at University or host locations, in accordance with the Discrimination, Bullying and Harassment Prevention Policy and the Equity, Diversity, and Inclusion Policy.

(26) Students may raise concerns or complaints about any aspect of Experiential Education, including matters arising at a host location, through the University's complaints framework independently of the host organisation, in accordance with the Complaints Resolution Policy for Students and Members of the Public.

(27) A critical or serious incident occurring in connection with Experiential Education, whether at a University campus, online, offshore, or at a host or off-campus location, must be responded to promptly to protect the health, safety and wellbeing of the student and others.

Part E - Quality assurance and governance

(28) The University should quality assure Experiential Education, including the quality of the student experience and of external supervision, and monitor, evaluate and improve it on a regular basis drawing on student and partner feedback, data insights and, where relevant, scholarship.

(29) Academic Senate monitors the delivery of quality Experiential Education and outcomes across student cohorts.

(30) The Deputy Vice-Chancellor (Academic) or nominee may approve an exception to this Policy, except where the requirement is imposed by law, regulation, accreditation or registration requirement, insurance condition, travel requirement or binding agreement.

Section 3 - Procedures

Work Integrated Learning requirements

(31) A WIL placement, fieldwork or off-site project must not commence until it has been approved by an authorised University staff member and recorded in the designated University system.

(32) Before approval, the Person-in-Charge must confirm the activity has:

1. an approved learning-outcome and assessment design;
2. a completed risk assessment proportionate to the activity;
3. insurance cover;
4. any required written agreement with a partner;
5. confirmation of student eligibility, prerequisites, clearances and inductions; and
6. supervision, monitoring and feedback arrangements.

(33) The Deputy Vice-Chancellor (Academic) and Faculty Executive Deans are responsible for resources and staffing for the delivery and reporting of WIL and agreements with external agencies, including accrediting bodies.

(34) Future Ready and PACE units are identified in the curriculum management system and must identify how they support the implementation of quality Experiential Education and enhance employability outcomes.

(35) Work Experience in Industry (WEI) units are identified and managed for government reporting in accordance with the Higher Education Support Act 2003. A unit is not a WEI unit where the provider's staff perform ongoing input and contact, oversight and direction of work, and definition and management of the unit's educational content, assessment and standards.

(36) A prospective partner is subject to due diligence proportionate to the activity, covering capability to support the learning outcomes, supervision and supervisor support, workplace safety, legislative compliance, and where relevant, compliance with external accrediting body requirements.

(37) A written agreement is required for placements, internships and projects occurring in the host organisation workplace, including virtual environments, setting out roles, responsibilities, expected outcomes and ownership of intellectual property generated by the student. The agreement must specify the responsibilities of the host organisation and external supervisor, including provision of a safe environment, appropriate supervision and feedback, student induction, and prompt notification of issues or incidents to the University.

(38) Host suitability and the quality of supervision are reviewed periodically, and the University may cease to use a host that does not meet its standards.

(39) Where a student's health, safety or wellbeing is at risk, the Person-in-Charge must act promptly to withdraw, suspend or relocate the student from the environment and manage the matter as a critical incident, consistent with the Work Health and Safety Policy and the Incident Management Policy.

(40) WIL records are retained in the designated University system in accordance with the Records and Information Management Policy.

(41) Critical or serious incidents and breaches are reported immediately or as soon as reasonably practicable. For WIL delivered under the Graduate Futures team, reported to the Director, Graduate Futures, and for WIL coordinated by faculties, to the relevant Deputy Dean (Education and Employability).

Global Education and Exchange requirements

(42) The following requirements for GLEE, include exchange, study abroad, short programs, field schools, field trips, study tours, virtual or hybrid programs, and travel-connected activities undertaken in connection with the University.

(43) A GLEE activity must not commence until it has been approved by an authorised University staff member and recorded in the designated University system.

(44) Before approval, the Person-in-Charge must confirm the activity has:

1. travel and risk approvals;
2. insurance cover; student eligibility and pre-commencement checks;
3. partner or third-party arrangements where applicable;
4. credit or recognition arrangements where relevant; itinerary and support arrangements; and
5. monitoring and record-keeping arrangements.

(45) The Deputy Vice-Chancellor (Academic) and Faculty Executive Deans are responsible for resources and staffing for the delivery and reporting of GLEE and agreements with exchange partners, host institutions and other external providers.

(46) GLEE and any other experiential education activities undertaken internationally must conform with the relevant country's employment, workplace and safety legislation.

(47) The Person-in-Charge must monitor and support the wellbeing and safety of students undertaking GLEE, including arrangements for staying connected during the activity and for managing critical incidents.

(48) Where a student's health, safety or wellbeing is at risk, the Person-in-Charge must act promptly to withdraw, suspend or relocate the student from the environment and manage the matter as a critical incident, consistent with the Work Health and Safety Policy and the Incident Management Policy.

(49) A GLEE activity that also involves WIL must comply with the Work Integrated Learning Requirements outlined in this Policy.

(50) Inbound GLEE applications and offers may be assessed and determined by the University at its discretion, consistently with applicable law. Access to units or activities may be restricted or declined due to capacity, accreditation, regulatory, WIL, safety or other University requirements.

(51) Inbound students must comply with applicable enrolment, visa, study load and conduct requirements, including the Student Code of Conduct.

(52) GLEE records are retained in the designated University system in accordance with the Records and Information Management Policy.

(53) Critical or serious incidents and breaches relating to GLEE are reported immediately or as soon as reasonably practicable — for GLEE delivered under the Graduate Futures team, to the Director, Graduate Futures, and for GLEE coordinated by faculties, to the relevant Deputy Dean (Education and Employability).

Section 4 - Definitions

(54) The following definitions apply for the purpose of this Policy:

1. Experiential Education means a University-approved activity, undertaken as part of the requirements of a unit or course, that integrates academic knowledge with practical application, whether undertaken at a Macquarie University campus, online, overseas or at a third-party site.
2. Future Ready means a unit that is designed to meet institutional standards for the implementation of quality Experiential Education and enhance employability outcomes.
3. Global Education and Exchange (GLEE) means a form of Experiential Education that supports the development of applied, cultural and adaptive competencies in global or intercultural contexts, including in-person, virtual, hybrid or simulated settings.
4. Work Integrated Learning (WIL) means a form of Experiential Education involving structured and purposefully designed learning and assessment activities that integrate theory with the practice of work, supporting the development and demonstration of competencies in authentic professional contexts, including internal, external, global, virtual or simulated settings, whether undertaken as part of coursework or Research Training. WIL takes forms including placement, project, fieldwork, and simulation or virtual activity, and is distinct from work experience and student employment.
5. PACE means a Professional and Community Engagement program unit including experiential learning activity/s, that is approved by the University and carried out in conjunction with an external organisation or by an internal University partner.
6. Person-in-Charge means the staff member nominated as responsible for arranging and overseeing the Experiential Education at the time it becomes University-approved.
7. Research Training means the higher degree research component of a student's candidature in which Experiential Education may be undertaken.
8. University-approved means approved in writing, or in a designated University system, by an authorised University staff member.