scholarly journals Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study

2020 ◽  
Vol 33 ◽  
pp. 91-101 ◽  
Author(s):  
Alison K. Reedy ◽  
María Lucía Guerrero Farías ◽  
Luis H. Reyes ◽  
Diego Pradilla
Keyword(s):  
Employability Skills ◽  
Integrated Learning ◽  
Food Engineering ◽  
Work Integrated Learning

scholarly journals Work-integrated Learning Competencies: A Case Study in a Food Engineering Practice School Program

2020 ◽  
Vol 13 (2) ◽  
pp. 707-720
Author(s):  
Ekarut Ruayruay ◽  
◽  
Krissanapong Kirtikara ◽  
Montira Nopharatana ◽  
Komkrit Chomsuwan ◽  
...  
Keyword(s):  
Engineering Practice ◽  
Integrated Learning ◽  
School Program ◽  
Food Engineering ◽  
Learning Competencies ◽  
Work Integrated Learning

Entrepreneurial Work-Integrated Learning

2021 ◽  
pp. 119-136
Author(s):  
Alon Eisenstein ◽  
Neta Raz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Job Security ◽  
Integrated Learning ◽  
Gen Y ◽  
The World ◽  
Work Integrated Learning

After decades of decreasing long-term job security and ongoing global economic crises, attention on and interest in entrepreneurship have significantly increased among Gen Y and Gen Z students in higher education institutions around the world. The pedagogical potential of work-integrated learning (WIL) and the increased offering of entrepreneurship programs in higher education intersect in a field referred to as entrepreneurial WIL (EWIL). This field, where WIL pedagogy is applied to deliver the learning outcomes of entrepreneurship education, is discussed here. The unique features and associated challenges that EWIL presents, particularly when compared with traditional forms of WIL experiences, are also examined, from the framework of a case study conducted on an internship-based course offered in a Canadian university. This chapter contributes to an understanding of the various factors that should be considered when developing novel EWIL programs in higher education institutions.

scholarly journals An Institutional Framework for Scaffolding Work-Integrated Learning Across a Degree

2020 ◽  
Vol 17 (4) ◽  
pp. 80-94
Author(s):  
Bonnie Dean ◽  
◽  
Venkata Yanamandram ◽  
Michelle J. Eady ◽  
Tracey Moroney ◽  
...  
Keyword(s):  
Dominant Mode ◽  
Institutional Framework ◽  
Employability Skills ◽  
Degree Programs ◽  
Common Language ◽  
Integrated Learning ◽  
Pedagogical Strategy ◽  
Degree Structure ◽  
Conceptual Paper ◽  
Work Integrated Learning

Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs.

Online Work-Integrated Learning (WIL) Community

2011 ◽  
pp. 451-461 ◽  
Author(s):  
Michelle W.L. Fong
Keyword(s):  
Mobile Technology ◽  
Computer Mediated Communication ◽  
Mobile Telephone ◽  
Technology Skills ◽  
Integrated Learning ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Work Integrated Learning ◽  
Technological Limitations

This chapter presents a case study in which Computer-Mediated Communication (CMC) and mobile telephone technologies were used to liberate Work-Integrated Learning (WIL) from the constraints of location and time, and to promote inclusive practices under a blended learning environment in a particular university subject. It was found that the use of mobile devices by the students was conservative because of technological limitations and affordability issues associated with mobile technology. Although mobile technology is still not powerful or practical enough for WIL, the use of CMC technology has provided rich collaborative online WIL for students, and there are still grounds for optimism that mobile technology will become a powerful cognitive tool in the future for enhancing student learning outcomes. This case study also affirms that such technologies will only become effective educational tools if there is a stable focus on pedagogy within the curriculum and if the needs and technology skills of users are taken into consideration when integrating the technologies into the curriculum.

scholarly journals Work-Integrated Learning for Mining Engineering Training and the Employability Nexus in Traditional Research Universities

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Paul Dipitso
Keyword(s):  
South Africa ◽  
Engineering Students ◽  
Professional Associations ◽  
Mining Engineering ◽  
Integrated Learning ◽  
Traditional Research ◽  
Work Integrated Learning ◽  
The Impact ◽  
Engineering Training

Globally, employability is increasingly becoming an issue of concern in higher education due to demands from the labour market requiring work-ready graduates. In the Global South, particularly South Africa, universities are on a quest to develop competence and improve student employability. This paper is set to investigate the impact of work-integrated learning on employability for mining engineering undergraduates in South Africa.  The research data were collected using the mixed methods approach and a case study design. Experiential learning was used to examine the impact of work-integrated learning on the employability of mining engineering students. The findings provide a description of perspectives for mining engineers, lecturers, and workplace supervisors concerning the enhancement of employability for mining engineering students. The findings revealed that professional associations play a crucial role in the development of professional skills. This article argues for strong partnerships with industry partners to nurture the employability of mining engineering students.

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