scholarly journals Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning

2021 ◽  
Vol 11 (11) ◽  
pp. 756
Author(s):  
Pradeep Vailasseri ◽  
John M. Long ◽  
Matthew Joordens
Keyword(s):  
Learning Outcomes ◽  
University Education ◽  
Integrated Learning ◽  
Learning Models ◽  
Engineering Programs ◽  
Learning Framework ◽  
Engineering Program ◽  
Similar Work ◽  
Industry Engagement ◽  
Work Integrated Learning

A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.

scholarly journals Engineering Co-op and Internship Experiences: The Roles of Workplaces, Academic Institutions and Students

2018 ◽  
Author(s):  
Qin Liu ◽  
Serhiy Kovalchuk ◽  
Cindy Rottmann ◽  
Doug Reeve
Keyword(s):  
Engineering Education ◽  
Learning Outcomes ◽  
Workplace Learning ◽  
Learning Process ◽  
Individual Factors ◽  
Integrated Learning ◽  
Engineering Programs ◽  
American Universities ◽  
Work Integrated Learning ◽  
Programming Practices

Work-integrated learning, particularly in theform of co-ops and internships, has long been an integralpart of many engineering programs. While recentgovernment interest in work-integrated learning hasraised its profile, it is unclear how the three main actors –the workplace, the academic institution and studentsthemselves – interact with each other to enhance students’learning experiences and outcomes. This paper attemptsto fill this gap by examining engineering co-op andinternship literature as well as programming practices atnineteen North American universities. In light of aconceptual framework foregrounding organizationalstructure, human agency and learning outcomes, weidentified five themes that demonstrated the interactionsbetween organizational and individual factors involved inthe workplace learning process of engineering co-ops andinternships. The paper contributes to the discussion onwork-integrated engineering education by highlightingthe usefulness of the conceptual framework to empiricalresearch on workplace learning and the practicalimplications of the findings for engineering educators,employers, and engineering co-op and internshipstudents.

scholarly journals Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration

2018 ◽  
Vol 11 (1) ◽  
pp. 10 ◽  
Author(s):  
Monika Hattinger ◽  
Kristina Eriksson
Keyword(s):  
Manufacturing Industry ◽  
University Education ◽  
Integrated Learning ◽  
Work Experiences ◽  
Technology Learning ◽  
Longitudinal Joint ◽  
Collaborative Negotiation ◽  
E Learning ◽  
On Line ◽  
Work Integrated Learning

Blended e-learning in higher education targeting company knowledge needs, can support continuous competence development for practitioners in the manufacturing industry. However, university education is traditionally not designed for workplace knowledge needs that strengthen practitioners’ learning in everyday work, i.e. work-integrated learning. Designing for such learning efforts is even more challenging when the pedagogical strategy is to stimulate practitioners own work experiences as a valuable knowledge source in construction with other peers or teachers. The aim is to explore how engineering practitioners and research teachers mutually co-construct knowledge. In particular, three types of case-based methodologies are examined within a range of industry-targeted e-learning courses. The study is part of a longitudinal joint industry-university project. Eleven courses were analyzed through focus group sessions with 110 practitioners from 15 different companies. Results show that 1) Virtual digital cases stimulate high technology learning, but show low collaboration with peers, 2) On-line collaborative negotiation cases stimulate both web-conferencing and high interactivity, and 3) Real workplace cases do not stimulate e-learning, but motivate strong work-integrated learning and knowledge expansion.

Australia's National Work-Integrated Learning Strategy in University Education

2019 ◽  
pp. 114-141 ◽  
Author(s):  
Berwyn Clayton ◽  
Hugh B. Guthrie
Keyword(s):  
Learning Strategy ◽  
University Education ◽  
Institutional Constraints ◽  
Quality Information ◽  
Integrated Learning ◽  
Curriculum And Pedagogy ◽  
Wide Range ◽  
Australian Education ◽  
Alternative Approaches ◽  
Work Integrated Learning

This chapter describes how the development of work-integrated learning (WIL) has become an increasingly important component of both curriculum and pedagogy across a wide range of disciplines in Australia's universities. This has been driven by institutions reacting to government and industry demands for work-relevant degrees and work-ready graduates. The chapter analyzes five of the eight action areas in the National WIL Strategy. A number of barriers to further implementation are identified and discussed, including funding, institutional constraints, assessment challenges, and employer capacity, particularly in smaller companies. Ways forward include developing quality information and the resources to support implementation, growing champions of the process in institutions and employers, and developing alternative approaches to delivery given the pressure placed on industry for work placements by all sectors of Australian education.

scholarly journals A Proposed Modular Work Integrated Learning Framework for South Africa

IEEE Access ◽  
2019 ◽  
Vol 7 ◽  
pp. 2559-2566
Author(s):  
M. Della Tamin ◽  
Dennis M. Du Plooy ◽  
Sune Von Solms ◽  
Johan Meyer
Keyword(s):  
South Africa ◽  
Integrated Learning ◽  
Learning Framework ◽  
Work Integrated Learning

scholarly journals Enhancing learning outcomes from industry engagement in Australian engineering education

2019 ◽  
Vol 10 (1) ◽  
pp. 101-117 ◽  
Author(s):  
Sally Amanda Male ◽  
Robin W King
Keyword(s):  
Learning Outcomes ◽  
Engineering Students ◽  
Good Practice ◽  
Accreditation Body ◽  
Engineering Industry ◽  
Engineering Practice ◽  
Industry Practice ◽  
Industry Engagement ◽  
Work Integrated Learning ◽  
Academic Study

Industry engagement, commonly implemented as a 12 week industry placement during a vacation towards the end of the degree, has traditionally been a provider-mandated component of externally accredited professional engineering degrees in Australia. Such placements are intended to bridge knowledge and capability gaps between academic study and engineering employment and contextualise the final phase of academic study. Changes in the composition of Australia’s engineering industries have made it progressively harder to source such placements. In-curriculum exposure to engineering practice has also been expected, but has been delivered with considerable variability. In 2014 the authors completed a national project, led by the Australian Council of Engineering Deans (ACED), with peak industry bodies and several partner universities, funded from the Commonwealth Department of Industry Workplace Innovation Program, to explore how improving industry engagement could contribute further to engineering graduates’ learning outcomes and employability. The data collected from the engineering students and employers, reported in this paper, can now be regarded as baseline data on industry engagement, against which subsequent developments can be referenced. For the first time, students’ ratings of the value of different methods for industry engagement are shown to be related to their ‘authenticity’. Several industry-inspired in-curriculum interventions were also trialled at partner universities. Guidelines for good practice were developed from melding the experiential findings with theoretical perspectives. In the years since completing the project, the accreditation body, Engineers Australia, has updated and intensified its focus on engagement with practice (including changing its language from ‘exposure’ to ‘engagement’), and many engineering faculties have significantly enhanced their models and requirements for work integrated learning and industry engagement. This paper outlines these changes and examples of new implementations, including virtual and electronically-mediated methods that also reflect ongoing changes in engineering industry practice.  

Improving the Work Integrated Learning Experience through Mobile Technologies

2015 ◽  
pp. 154-169 ◽  
Author(s):  
Chris Dann ◽  
Tony Richardson
Keyword(s):  
Teaching And Learning ◽  
Teacher Education Program ◽  
Learning Experience ◽  
Critical Discourse ◽  
Mobile Technologies ◽  
Integrated Learning ◽  
Learning Models ◽  
Vast Array ◽  
Teaching And Learning Environment ◽  
Work Integrated Learning

The inclusion of technological solutions in higher education has led to a vast array of options for educators. An educational problem has driven each solution and the associated research into defining the effectiveness of those solutions. This chapter describes some of the problems faced by a teacher education program, triggered by the use of Work Integrated Learning (WIL), to connect theory taught in universities to the realities of a teacher's life. The underlying beliefs of the authors are that there needs to be critical discourse about the teaching and learning models used to engage students in the art of workplace learning, that this critical discourse needs to be based on facilitating a teaching and learning environment that is highly effective, and that the nexus is that the student's Work Integrated Learning (WIL) experience will not be counterproductive. This chapter highlights a concrete example of how one university implemented these beliefs in a structured and proactive manner.

Mapping the Relationship Between the CDIO Syllabus and the CEAB Graduate Attributes

2012 ◽  
Vol 2 (2) ◽  
pp. 34-44 ◽  
Author(s):  
Guy Cloutier ◽  
Ronald Hugo ◽  
Rick Sellens
Keyword(s):  
Learning Outcomes ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Program ◽  
First Time ◽  
The Relationship

The recently introduced Canadian Engineering Accreditation Board (CEAB) requirements for Graduate Attributes require demonstrated learning outcomes for the first time. The Conceive, Design, Implement, Operate (CDIO) approach includes a set of outcomes in the form of the CDIO Syllabus. The Syllabus also provides guidance on how to document outcomes in order to meet the requirements of the CEAB Graduate Attributes. This article provides a framework for Canadian engineering programs to satisfy the CEAB requirement to demonstrate learning outcomes through a mapping of the CDIO Syllabus topics to the CEAB Attributes, and verification of the completeness of that list. An engineering program can meet all of the CEAB Graduate Attribute requirements by addressing a subset of the CDIO syllabus; however, a CEAB accredited program may not meet all of the CDIO standards.

scholarly journals PENERAPAN MODEL PEMBELAJARAN TERPADU UNTUK MENINGKATKAN KETERAMPILAN MENYIMAK DAN BERBICARA SISWA KELAS IX-2 SMPN 17 KENDARI

2018 ◽  
Vol 13 (1) ◽  
pp. 48
Author(s):  
Arianto Arianto
Keyword(s):  
Learning Outcomes ◽  
Teaching Effectiveness ◽  
Positive Impact ◽  
Descriptive Study ◽  
Learning Model ◽  
Learning Activities ◽  
Integrated Learning ◽  
Learning Models ◽  
Teachers And Students ◽  
Listening And Speaking

This study aims to improve: (1) the teaching effectiveness of teachers, (2) students’ learning activities, and (3) listening and speaking skills of grade IX-2 students of SMP Negeri 17 Kendari through the application of integrated learning model. This research was conducted at class IX-2 of SMP Negeri 17 Kendari which consists of 32 students. This research is designed as descriptive study with classroom action research. The data collected in this study were analyzed descriptively, quantitatively and qualitatively. The results of this study indicate that the activities of teachers and students are increase; and the students’ learning outcomes of class IX-2 of SMP Negeri 17 Kendari through the application of integrated learning model are enhanced as well. The action took two cycles, in listening aspect with the speech messages as the lesson and speaking aspect with commenting on the content of the speech as the material. The improvement of learning outcomes for listening aspect is increased to 93.75%, and the speaking aspect to 87.5%.The results of this research are useful to increase the knowledge, give positive impact to improve learning result of Indonesian language at school, and increase knowledge about learning models and its application in learning process. Furthermore, the result can be a platform for further research development.

scholarly journals Effectiveness of Work-Integrated Learning Partnerships: Case Study of Cooperative Education in Agricultural Tertiary Education

2021 ◽  
Vol 13 (22) ◽  
pp. 12684
Author(s):  
Hazem S. Kassem ◽  
Abdullah Awad Al-Zaidi ◽  
Awadh Baessa
Keyword(s):  
Organizational Climate ◽  
Learning Outcomes ◽  
Program Design ◽  
Cooperative Education ◽  
Measurement Scale ◽  
Satisfaction Level ◽  
Integrated Learning ◽  
Level Of Satisfaction ◽  
Work Integrated Learning

The growing demand for promoting the role of higher education institutions in sustainability has contributed to creating new partnerships with other actors. In the field of education, the formation of cooperative education (co-op) partnerships was adopted as a strategy for work-integrated learning in cooperation with industry. This study investigated the effectiveness of co-op partnerships and the factors that influence them in the context of tertiary agriculture education in Saudi Arabia. A random sample of 130 co-op students was selected within the Bachelor of Agricultural Sciences delivered by the College of Food and Agriculture Sciences at King Saud University. The satisfaction level of students was explored in terms of four main areas, namely, the quality of the program design, organizational climate, personal and professional qualities, and program learning outcomes. The majority of students (70%) were highly satisfied with the quality of the program design, while they had a moderate level of satisfaction regarding the organizational climate of the co-op program (74.6%). Furthermore, 85.4% of students were highly satisfied regarding the learning outcomes they gained. The results also revealed that there were significant positive relationships between the level of satisfaction of students regarding program learning outcomes and their quality assessments of the program design, personal and professional qualities, and organizational climate. The measurement scale used in this study may assist in assessing the sustainability of co-op partnerships. Moreover, understanding the satisfaction level of students can help to identify areas that should be improved and, in turn, contribute to improving the governance and sustainability of co-op partnerships for all stakeholders.

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