The influence of experiential learning in preparing future planners to be flexible, responsive and innovative

In a future of complexity, uncertainty and fragmented governance we envision planning graduates who will be better prepared for this real world of planning as a result of an experiential learning (EL) approach in tertiary education. In this paper, we present the findings of an Australian research project in which planning educators developed and tested a range of experiential planning principles based on sound pedagogical theory. Embedding EL principles and activities within the planning curriculum provides a structured program of engagement between theory and practice over the four years of an Australian planning program, including opportunities for work integrated learning. Students gain experience in negotiated decision making involving a wide range of interactions with planning practitioners. Students become more adaptable - cognisant of mechanisms influencing change, and recognise the value of lifelong learning founded on critical reflection. We propose that a more systematic approach to integrating experiential learning in tertiary planning education culminating in “work integrated learning” would provide a vehicle for further partnerships with responsive local practitioners and communities. Finally, this paper also argues that applying experiential learning does not compromise the quality of planning education based on greater academic rigour.