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The vision of the research program at EFPI is to conduct
qualitative research practices that are interpretive, creative,
theoretically-informed, philosophically-underpinned, reflexive, rigorous
and transparent.
EFPI researches higher education practices that prepare
students for the world of work and future professions.
We believe that relationships, uncertainty, critical
thinking, time and space are important aspects of researching PBE. We use
research as a powerful transformative source to stimulate reflection,
mindfulness and emancipation. We engage with students, academics, workplace
learning educators and industry partners.
Research strategies to explore PBE draw on a qualitative
framework using dialogical, observational, participatory and reflexive
tools. We use these frameworks to reveal current practices, question
taken-for-granted practices and explore other possibilities.
Our research focus is on traversing learning spaces and
our research interests are:
·
Student
and educators experiences
·
Professional
identity formation
·
Emerging
professions
·
PBE
pedagogy
·
Assessment
·
Innovative
practices
EFPI’s research activities are guided by national higher
education research agendas, national and state reports (Bradley report, Garling report), national funding bodies’ agenda
(ALTC/DEWWR, ARC, NHMRC, Government), national and international WPL bodies
(ACEN, WACE), as well as local agendas such as CSU research centres’ themes
that align with P&PBE, CSU
strategic plans, CSU
Degree Initiative, and last, but not least, existing EFPI projects and
consultancies.
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