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.

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 Doctors’ Extended Shifts as Risk to Practitioner and Patient: South Africa as a Case Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5853
Author(s):  
Koot Kotze ◽  
Helene-Mari van der Westhuizen ◽  
Eldi van Loggerenberg ◽  
Farah Jawitz ◽  
Rodney Ehrlich
Keyword(s):  
South Africa ◽  
South African ◽  
Medical Practice ◽  
Health And Safety ◽  
Working Hours ◽  
Middle Income ◽  
The Impact ◽  
Safe Working ◽  
Working Hour

Extended shifts are common in medical practice. This is when doctors are required to work continuously for more than 16 h, with little or no rest, often without a maximum limit. These shifts have been a part of medical practice for more than a century. Research on the impact of fatigue presents compelling evidence that extended shifts increase the risk of harm to patients and practitioners. However, where the number of doctors is limited and their workloads are not easily reduced, there are numerous barriers to reform. Some of these include a perceived lack of safer alternatives, concerns about continuity of care, trainee education, and doctors’ preferences. As such, working hour reorganisation has been contentious globally. South Africa, a middle-income country where extended shifts are unregulated for most doctors, offers a useful case study of reform efforts. The South African Safe Working Hours campaign has promoted working hour reorganization through multi-level advocacy efforts, although extended shifts remain common. We propose that extended shifts should be regarded as an occupational hazard under health and safety legislation. We suggest options for managing the risks of extended shifts by adapting the hierarchy of controls for occupational hazards. Despite the challenges reform pose, the practice of unregulated extended shifts should not continue.

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.

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
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