Information Technology Reference
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Similarly the university auspicing them enabled
students to maintain contact with local university
support staff.
Our experience confirms that of Panos (2005)
who, through his work with international stu-
dent placement programs has identified onsite
supervision as essential. He promotes the use of
videoconferencing for students on placement in
remote or isolated locations to provide supervision
during placements to complement and support that
of the host agency. The use of video-conferencing
for supervision of students on international place-
ments was effective in overcoming students'
feelings of isolation. Similarly students' abilities
to use ICT tools in forming support groups, was
identified as a valuable tool for informal com-
munication. However sparse attention has been
given in literature to date to the costs associated
with ICT. Whilst universities, at least those in
Western countries, are placing high priority on
learning by alternate flexible modes investment of
this nature is often not feasible for local agencies
in countries in transition.
of whether or not there is a partnership between
the University and host organization. For example
what are the implications for supervisors and the
accountability of students who may be located
with an organization in a rural setting where sur-
vival may be dependent upon familiarity with the
local culture? Also students sometimes express a
curtailment of their liberty when the NGO restricts
their movement on their own, but as part of their
duty of care, the NGO may consider it a risk to
the security of the students to allow the students
to venture out on their own. Besides, NGO's have
expressed that it is a matter of their reputation as
well which is at stake.
Our experience has indicated blurred bound-
aries regarding responsibility and liability in
several instances when students are located in
other countries. For example when phoning to
arrange an appointment for telephone liaison with
a student who had been “driven by interest to a
country of her choice” in Europe (an example of
the independent/ one-time placement model) we
learnt that the student was on vacation in another
country. The routine procedure in Australia is to
advise the university when taking time out from
placement. When the student is overseas should
this accountability be formally delegated to the
agency? Does the agency assume this respon-
sibility on behalf of the university? Indirectly
related to this is the place of “associate” group
members. In the past with group placements added
complexities have arisen with the unannounced
accompaniment or arrival of a friend or partner
of one of the group.
Overarching these issues is the question
about the extent to which the university should
be expected to care for and cater to international
students' needs and wants. University policies
in Australia must take account of the legislation
governing those coming to Australia as interna-
tional students. For Australian students in other
countries the situation may vary according to the
institution accommodating them and the socio-
political and national security situation of that
aSSociateD factorS
From our experience with a diversity of overseas
placement models key factors can be categorized
into organizational and legal, educational and
personal.
organizational and legal Structure
Clear contracts for all parties need to be negotiated
prior to departure, documenting accountability
which, especially in countries in transition, extends
beyond the education/ learning plan. Where part-
nerships have been negotiated all involved need an
understanding of the nature of the partnership and
the students place in this. Issues of accountability,
responsibility and duty of care carry a meaning
which extends beyond that of placement agencies
in the home country. This holds true irrespective
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