scholarly journals The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Buratin Khampirat
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Psychological Factors ◽  
Engineering Students ◽  
Learning Experiences ◽  
Integrated Learning ◽  
Mediation Model ◽  
Multiple Mediation ◽  
Work Integrated Learning ◽  
The Impact

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.

Student work readiness in Australian engineering workplaces through work integrated learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nirmal Kumar Mandal ◽  
Francis Robert Edwards
Keyword(s):  
Engineering Students ◽  
Student Assessment ◽  
Engineering Application ◽  
Personal Attributes ◽  
Integrated Learning ◽  
Student Work ◽  
Content Type ◽  
Assessment Engineering ◽  
Work Integrated Learning ◽  
The Impact

PurposeAs part of the Co-Operative Education Program (CEP) under study, a Work-integrated Learning (WIL) student engagement framework is presented. The framework focusses on the effectiveness of the WIL program with real-world assessment tasks to prepare students for graduate employment. In order to evaluate the level at which the engineering graduates are work-ready, an analysis of qualitative and quantitative survey data from CQU students, employers and data from other sources was undertaken. The paper aims to discuss these issues.Design/methodology/approachWIL is an effective pedagogical strategy employed in engineering curriculum to engage students with workplace partners and engineering practices. However, little is known about the problems exist in the WIL processes including insufficient resources and support for mentoring students. On overcoming the problems, an effective collaboration between students, universities and engineering workplaces provides an enhanced engagement experience and enables students’ work-ready skills. Central Queensland University (CQU)’s Bachelor of Engineering (Honours) and Diploma of Professional Practice (Co-op) students participate in two 6-month WIL placements over the course of their university studies.FindingsTo identify the impact of the co-operative education model on graduate outcomes, an analysis of student assessment data from 2016 to 2018 showed that the student employability indicators were consistently above the national average of graduate engineering students. All areas such as knowledge base, engineering ability and professional attributes, students’ performance were rated at or above the average of a graduate engineer by employers.Originality/valueAs part of practice assessment, engineering workplace employers provide an evaluation of students’ performance against the Engineers Australia (EA) Stage 1 Competency Standard for Professional Engineers, involving sixteen mandatory elements in the areas of knowledge and skill base, engineering application ability, and professional and personal attributes.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

When things go wrong: the implications for facilitators of work integrated learning placements in international destinations

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deborah Agnew ◽  
Elizabeth Abery ◽  
Sam Schulz ◽  
Shane Pill
Keyword(s):  
Emotional Labor ◽  
Critical Incidents ◽  
Real Life ◽  
Integrated Learning ◽  
Analysis Model ◽  
Content Type ◽  
Work Integrated Learning ◽  
Staff Wellbeing ◽  
The University ◽  
The Impact

PurposeInternational work integrated learning (iWIL) placements for university students are widely promoted within universities. However, they cannot be offered and sustained without a great deal of time and effort; most commonly the responsibility of an assigned university facilitator. Preparation and support are essential for a positive student experience and iWIL outcome. However, not all experiences and outcomes are positive, or predictable.Design/methodology/approachPersonal vignettes of university iWIL facilitators are used to create a collaborative autoethnography (CAE) of experiences and outcomes where placements have been affected by unexpected or unprecedented “critical incidents” and the impact incurred on these academics. The vignettes are analyzed according to the Pitard (2016) six-step structural analysis model.FindingsAnalysis of the vignettes identifies a resulting workload cost, emotional labor and effect on staff wellbeing. Due to the responsibility and expectations of the position, these incidents placed the university iWIL facilitator in a position of vulnerability, stress, added workload and emotional labor that cannot be compared to other academic teaching roles.Practical implicationsIt is intended through the use of “real life” stories presented in the vignettes, to elicit consideration and recognition of the role of the iWIL facilitator when dealing with “the negatives” and “bring to light” management and support strategies needed.Originality/valueResearch is scant on iWIL supervisor experience and management of “critical incidents”, therefore this paper adds to the literature in an area previously overlooked.

Unraveling the impact of family antecedents on family firm image: A serial multiple-mediation model

2019 ◽  
Vol 10 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Anita Van Gils ◽  
Jolien Huybrechts ◽  
Tommaso Minola ◽  
Lucio Cassia
Keyword(s):  
Family Firm ◽  
Mediation Model ◽  
Multiple Mediation ◽  
The Impact

Student Perspectives on the Impact of an Undergraduate Work-Integrated Learning Program on Admission and Transition to Medical School

2018 ◽  
Vol 34 (4) ◽  
pp. 768-774
Author(s):  
Rachel McDonald ◽  
Adam Bobrowski ◽  
Leah Drost ◽  
Leigha Rowbottom ◽  
Judene Pretti ◽  
...  
Keyword(s):  
Medical School ◽  
Student Perspectives ◽  
Integrated Learning ◽  
Learning Program ◽  
Work Integrated Learning ◽  
The Impact

scholarly journals Effective Implementation of TVET—Industry Partnership for Employability of Graduates through Work Integrated Learning in Nigerian Universities

2016 ◽  
Vol 8 (3) ◽  
pp. 307
Author(s):  
Ugwoke Ernest O. ◽  
Ezeji, Helen A. ◽  
Edeh, Nathaniel I. ◽  
Etonyeaku, Ernest A. C.
Keyword(s):  
Teacher Quality ◽  
Learning Experiences ◽  
Survey Method ◽  
Integrated Learning ◽  
Effective Implementation ◽  
South Eastern ◽  
Work Integrated Learning ◽  
Descriptive Survey ◽  
Structured Questionnaire

<p>This study is centered on the implementation of work integrated learning by Nigerian universities in partnership with industries. Descriptive survey method was adopted for the study and 45-item structured questionnaire was used to collect data from 117 TVET lecturers in universities that offer TVET courses in South-Eastern Nigeria. The results of the study showed that work integrated learning is implemented to low extent by the universities, and the implementation is constrained by many factors such as poor teacher quality, lack of policy and curriculum provisions for work integrated learning experiences and activities. Many strategies that can enhance the implementation of TVET-based work integrated learning by Nigeria universities were also identified. Based on the findings, it was recommended that government, TVET institutions and other stakeholders should give more support and encouragement for effective implementation of work integrated learning by universities in Nigeria in partnership with industries.</p>

Why Canada needs a global education strategy

2018 ◽  
Vol 73 (1) ◽  
pp. 146-157 ◽  
Author(s):  
Roland Paris ◽  
Margaret Biggs
Keyword(s):  
International Education ◽  
Secondary Students ◽  
Global Education ◽  
Learning Experiences ◽  
Study Group ◽  
National Strategy ◽  
Integrated Learning ◽  
Post Secondary ◽  
Education Strategy ◽  
Work Integrated Learning

Based on the report of the Study Group on Global Education, this article explains why Canada needs a national strategy aimed at significantly increasing the number of Canadian post-secondary students going abroad for study and work-integrated learning experiences. International education may once have been viewed as an optional luxury. Now it must be seen as a vital tool to equip young Canadians – and Canada – to succeed in a more complex and competitive world.

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