Information Technology Reference
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learning in more secure environments than in the
contexts referred to in the previous two models.
This on-site partnership model is the most appro-
priate structure for addressing the complexities
associated with overseas placements. However
given the fluid nature of community development
contexts, specific learning goals may sometimes
only be identified once the student is situated there
and engaged in dialogue regarding appropriate or
otherwise experience presenting at that time.
Valuable examples of on-site models developed
by two other universities in Australia provide
placements for students in the Philippines and
India. The Philippines on-site field provision
is through partnership of another university in
Victoria (La Trobe University) with a large non
government organization which auspices an in-
ternational student unit for students from several
countries. Philanthropic resources have enabled
the university to send a group of students each
year to this agency, exposing them to a diversity of
services and programs based on a developmental
approach in another culture.
A structure for students to acquire intercultural
competence, prior to and during placement, in
India with a rural non government organization
working from a primary health care model situation
in South India has been developed by Tesoriero
and Rajaratnam. The partnership between one
of the universities in South Australia and a large
community health complex has extended to joint
engagement in research and consultancy with the
sharing of expertise 'at national and international
levels' (Tesoriero, p.130).
Tesoriero and Rajaratnam (2001) acknowledge
the importance of regular ongoing communica-
tion in a variety of ways, ancillary to, as well as
in support of the on-site supervision. Their model
provides guidelines for regular communication.
Students are assigned a mentor and a supervisor
to whom they are accountable and report regularly
in each project. The university provides weekly
phone communication for reflection and review
of their social work practice and strategies. In
addition, students submit and receive feedback
through e-mail on a regular analysis of their
practice (pp.37-8).
4. exchange model
Pettys et. al. (2005) views the fourth model, the
“exchange model” as 'the most intensive and
demanding on the home university, both in terms
of faculty time and university funding' (p.284).
RMIT's partnership for student exchange with uni-
versities in two neighboring countries, Malaysia
and the Philippines provides a particularly viable
model for our social work students. Consultation
by phone and e-mail, regarding potential place-
ments begins before students depart Australia.
The home university is responsible for in-country
orientation, placement referral, liaison, access to
University resources and ancillary support.A value
of this model is that dependence upon communica-
tion with the home school is primarily by e-mail
and phone. The exchange is reciprocal and in this
sense a genuine exchange partnership is entered
into. The partnership between the universities has
developed beyond the exchanges to include staff
exchange and joint research. Visits by staff to
these countries, with meetings and briefings with
prospective students, have been well received and
seen as a sign of the commitment of the universities
to work together in mutual partnership.
Like Razack (2002) we have found, in engag-
ing in the exchange model, that 'All students,
even those with initial difficulties around culture
shock and language differences, reported that
their placements were innovative and challeng-
ing' (p.260).
Attention to the advantages brought about by
increasingly sophisticated ICT risks prioritizing
the “medium” above the “message”. The questions
we pose are two-fold. Firstly regarding the nature
of learning that takes place in these contexts. How
might it be comparable with learning standards
expected of a placement locally? Secondly, should
we, and if so how might we understand the effect
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