The diversity of fieldwork education models and practices ranges from mandatory to voluntary, from graded to ungraded, from paid to unpaid spectrums and they vary in length from less than a week to up to one year. Colleagues who work in the same university but in different schools, faculties or campuses are often so busy working within their discipline-specific arena that there seems to be little opportunity to learn from and collaborate with other disciplines about fieldwork education programs. This paper provides a report on a project that trialled and evaluated an online debate with university staff about fieldwork education issues. The aims were to establish a sustainable university-wide fieldwork education discourse, to break down profession-specific silos, to inform the development of university-wide fieldwork education benchmarks and to foster fieldwork education leadership through online debates. The findings demonstrate that, collectively, participants shared a wealth of experience and wisdom that remained largely untapped at a university-wide level. Participants' evaluation highlighted the perceived value of creating a communicative space for a fieldwork education discourse and it exposed aspects of the online environment and time constraints as its biggest barrier. (Contains 4 tables and 1 figure.)