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.

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 Relevance Of A Leadership Development Programme To Develop The Leaders Work-Integrated Learning Competencies

2014 ◽  
Vol 13 (6) ◽  
pp. 1213
Author(s):  
Prakash Singh ◽  
Christopher Malizo Dali
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
School Principals ◽  
Education Institution ◽  
Development Programme ◽  
Power Relationships ◽  
Research Approach ◽  
Integrated Learning ◽  
Learning Competencies ◽  
Work Integrated Learning

Today, more than ever, leaders need to demonstrate appropriate work-integrated learning competencies (WILCs) to process and manage emotional dynamics intelligently in their work environment. The challenge is to develop these leaders WILCs that can enable them to understand the contextual environments and the power relationships among employees in their organization. This study, therefore, explored the extent to which WILCs, including their emotional intelligence, can be developed and employed in their organizations to enhance collegial leadership practices. Consequently, this study focused specifically on the adequacy of the Advanced Certificate in Education (ACE) school leadership (SL) programme as a leadership development programme (LDP) offered by a higher education institution (HEI) to develop the WILCs of school principals. The LDP is intended to provide the principals, as leaders, with the opportunity to develop a deeper holistic commitment to their studies in a working school situation. Ideally, the LDP would provide a basis upon which school principals acknowledge the complexity of learning across multiple epistemic sites, rather than from a reductionist view with university modules and schools as separate entities. To investigate this, the qualitative research approach was appropriately used in this study. The findings on the interpersonal WILCs revealed that the school principals acknowledged their awareness of their employees feelings, needs and concerns and were adept at inducing desirable responses in them. Evidently, the findings of this study have confirmed the need for leaders to have interpersonal WILCs that can empower them to succeed in creating the necessary collegial climate in their organisations.

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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