Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning
Abstract
:1. Introduction
2. Background
Engineers Australia’s Stage 1 Competency Standards
3. Methodology and Findings
3.1. Survey
3.2. Interviews
3.3. Validation
4. Enhanced WIL Framework
5. Discussion and Recommendations
5.1. EWIL Preparatory Stage
5.2. Recommendations for Universities to Enhance WIL
5.2.1. Structure the Enhanced WIL Program
5.2.2. Encourage and Monitor Self-Reliance in WIL
5.2.3. Ensure Appropriate WIL Activities
5.2.4. Facilitate and Monitor On-Campus WIL Projects
5.2.5. Collaborate with WIL Partners and Students
5.2.6. Evaluate Enhanced WIL
5.3. Bachelor of Engineering EWIL Model
5.3.1. Weekly Schedule Model
5.3.2. Monthly/Semester Schedule Model
5.4. Engineering Unit (Subject) Structure for the Enhanced WIL Framework
5.4.1. Unit Name and Summary
5.4.2. Industrial Application
5.4.3. Sector/Field
5.4.4. Knowledge and Skills
5.4.5. Subject Range
5.4.6. Competency Elements
5.4.7. Indicators of Attainment and Components
5.4.8. Employability Skills
5.4.9. Pre-Requisites
5.4.10. Evidence Guidelines
5.4.11. Occupational Health and Safety (OHS)
5.4.12. Regulatory Requirements
5.4.13. Analyse Job Requirements
5.5. Learning Plans
5.6. Enhanced WIL Academic Practices
5.7. Enhanced WIL Assessments
5.7.1. Enhanced WIL Assessment Guide
5.7.2. WIL Assessment Contexts
5.7.3. Enhanced WIL Assessment Tools
5.8. Industry Partnership for Enhanced WIL
5.8.1. Effective Practices for Developing Workplace Partnerships
5.8.2. EWIL Staff Structure
5.9. Academic WIL
5.9.1. Training of Enhanced WIL Mentors
5.9.2. Learning Outcomes
5.10. Enhanced WIL Mentoring
5.10.1. Mentor–Student Communication
5.10.2. Feedback by Mentors
5.11. Enhanced WIL Evaluation
- Structured WIL program.
- Structured work experience with learner autonomy.
- Opportunities for relevant workplace challenges for students.
- Effective learning environments.
- Strong student–workplace partnership.
- Continuous assessment and WIL program evaluation.
5.12. Benefits of Enhanced WIL in Academic Perspectives
6. Limitation and Further Research
7. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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University | WIL Features |
---|---|
Monash University | Internships, projects [2,3]. Applicants are screened and matched to workplace opportunities. Prior to the internship, student candidates are introduced to host organisations and need to pass face-to-face interviews. The project must be approved by the academic coordinator. The host will provide mentoring and supervision to the interns. The duration is around 80–100 h of work placement. |
Deakin University | Industry-based learning (IBL) [2,4,5]. Students engage with partnering organisation for a three-month paid full-time work placement. Helps to explore the graduate environment. Refines attributes such as self-management, effective communication skills, and ethical behaviour. Develops the ability to implement knowledge in the discipline in a professional setting. |
Griffith University | Industrial Affiliates Program [2,6,7]. Trimester-long industry-led capstone project, experiential learning. Community-focussed workplace simulations, virtual internships, career development courses, and study tours. |
Victoria University | Authentic professional practice [2,8,9]. Practice-integrated learning, client-driven projects, placements, and practicum. Industry-focussed research, laboratories, fieldwork, cadetships and internships, and simulations. |
Royal Melbourne Institute of Technology (RMIT) | Work placements such as industry placements, internships, vocational and professional practices, cooperative and field education, industry and community projects, and offshore and online activities [2,10]. Students undertake Engineering Capstone Project Part A and Part B. Industry-based projects. Focusses on discipline-specific or cross-disciplinary engineering problems. Produces well-managed practical and pertinent solutions. |
Australian National University (ANU) | Internship programs [2,11,12]. Elective units in the program of study included in the second semester of the third year or the first semester of the fourth year of study. ANU guide the employer organisation in suitable internship projects. Duration of the degree remains unaffected by the internship. Mentored by a chartered engineer who is employed by the university. |
University of Southern Queensland (USQ) and Central Queensland University (CQU) | Combined degrees or higher-level programs [2,13,14,15,16]. Awards a Diploma of Professional Practice with a strong problem-based learning emphasis and an engineering bachelor’s degree. |
Curtin University | Projects [2,17]. Students can work at major engineering companies. Devised and supervised by practising engineers. Provides opportunities for fieldwork, service learning, co-curricular work experience, and placements. |
University of Tasmania | Co-operative Education Engineering Degree Program [2,18]. In collaboration with the National Centre for Maritime Engineering and Hydrodynamics at the Australian Maritime College. The program provides significant exposure for students to industry. The university also offers a dedicated WIL unit in the College of Sciences and Engineering. |
Queensland University of Technology (QUT) | Project-based WIL model, short-term work placements [2,19,20,21]. Contracted with an industry partner for a set of deliverables. The project duration is one semester (half year) or two semesters (full year). Academic and industry supervisors oversee the project. Offers short-term work placements of 30–60 days duration. Work-readiness skills and enhanced employability critical outcomes are achieved. |
University of Technology, Sydney | Combined degree in engineering and a diploma of engineering practice [2,12,22]. Includes two authentic, professionally focussed, and practice-based internships of at least 22 weeks, each in a real workplace setting. Aims to equip graduates through themes of academic development, personal development, and professional formation. Develop the attributes and skills needed for professional practice and leadership. Provides strong foundations in engineering theory, technical expertise, and professional practice knowledge. Develop advocacy skills, academic literacy, and social awareness. |
Question | Summary of Conclusions |
---|---|
What is your view about the sufficiency of formal academic engineering education in meeting the graduate engineers’ industrial performance requirements? | Majority of the interviewees stated ‘there may be extra WIL needed during formal academic engineering education to prepare industry-ready graduate engineers’. They suggested that there should be ‘a properly developed framework’. |
What is your opinion about the sufficiency of formal academic engineering education in meeting Engineers Australia’s Stage-1 competencies? | All the respondents have the opinion that ‘the second and third elements may need workplace exposure for achieving the desired competency’. They agreed ‘there is a scope for improving the formal academic engineering education to meet Engineers Australia’s Stage-1 competencies’. |
What do you think about the current Work Integrated Learning arrangements in providing industry-ready engineers? | A majority of interviewees suggested ‘more WIL may be needed to increase the effectiveness of WIL in developing industry-ready engineers’. The highlight of the responses is that ‘integrating throughout the graduate education will be a more effective approach to achieve this outcome’. |
Is there any need to enhance WIL in engineering curriculum? If yes, how can we enhance WIL? | ‘Increasing WIL will be helpful to bridge the current gap between engineering academic education and industry’s expectations about graduate engineers’, was a common response received from the interviewees. |
Can the WIL methods in engineering education be modified to minimise the Professional Development programs for graduate engineers in the initial stages of their professional career? | The interviewees agreed with ‘amending the WIL methods in engineering education’ and ‘increasing collaboration between companies and universities for mutually beneficial outcomes’. The academic and industry experts agreed with the idea that ‘Development of the enhanced WIL framework may address some of the professional development requirements of workplaces for new graduate engineers’. |
What are the suggestions you can provide in improving workplace learning methods and developing an engineering curriculum integrated with enhanced work integrated learning framework? | The respondents provided various suggestions to develop the recommendations for universities to enhance WIL. They also provided inputs in the EWIL framework template for the percentage WIL required for each component of Engineers Australia’s Stage-1 Competencies. |
Engineers Australia’s Stage I Competencies Reference | Industry Engagement (WIL) | Campus/Industry Engagement (WIL) Percentage Range | ||||||
Element of Competency | Indicators of Attainment Components | Trigger Verbs and Nouns | Mean | Proposal | Validation | |||
Interviews % | Validation % | Campus % | Industry (WIL) % | Campus % | Industry (WIL) % | |||
Element 1. Knowledge and a Skill Base | ||||||||
1.1 | 1.1 a | Engage | 18 | 18 | 90–70 | 10–30 | 90–70 | 10–30 |
1.2 | 1.2 a | Develop | 21 | 19 | 90–70 | 10–30 | 90–70 | 10–30 |
Fluently apply | 26 | 29 | 85–60 | 15–40 | 80–60 | 20–40 | ||
1.3 | 1.3 a | Proficiently apply | 27 | 28 | 80–60 | 20–40 | 80–60 | 20–40 |
1.4 | 1.4 a | Identify | 18 | 18 | 90–75 | 10–25 | 90–75 | 10–25 |
1.4 a | Critically appraise | 21 | 21 | 90–70 | 10–30 | 90–70 | 10–30 | |
1.4 b | Interpret | 18 | 19 | 90–70 | 10–30 | 90–70 | 10–30 | |
1.4 b | Apply | 23 | 24 | 85–65 | 15–35 | 80–60 | 20–40 | |
1.5 | 1.5 a | Identify | 17 | 16 | 90–70 | 10–30 | 90–70 | 10–30 |
1.5 a | Apply | 26 | 26 | 85–60 | 15–40 | 80–60 | 20–40 | |
1.5 b | Identify | 22 | 22 | 90–65 | 10–35 | 90–65 | 10–35 | |
1.5 b | Understand | 23 | 23 | 85–65 | 15–35 | 85–65 | 15–35 | |
1.5 c | Appreciate | 20 | 21 | 90–70 | 10–30 | 90–70 | 10–30 | |
1.5 d | Aware of | 18 | 17 | 90–70 | 10–30 | 90–70 | 10–30 | |
1.5 e | Aware of | 29 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
1.5 f | Identify | 18 | 17 | 90–70 | 10–30 | 90–70 | 10–30 | |
1.6 | 1.6 a | Appreciate | 27 | 28 | 80–60 | 20–40 | 80–60 | 20–40 |
1.6 b | Appreciate | 28 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
1.6 c | Appreciate | 27 | 27 | 80–60 | 20–40 | 80–60 | 20–40 | |
1.6 d | Understand | 17 | 17 | 90–70 | 10–30 | 90–70 | 10–30 | |
1.6 e | Appreciate | 23 | 22 | 85–70 | 15–30 | 85–70 | 15–30 | |
Engineers Australia’s Stage I Competencies Reference | Industry Engagement (WIL) | Campus/Industry Engagement (WIL) Percentage Range | ||||||
Element of Competency | Indicators of Attainment Components | Trigger Verbs and Nouns | Mean | Proposal | Validation | |||
Interviews % | Validation % | Campus % | Industry (WIL) % | Campus % | Industry (WIL) % | |||
Element 2. Engineering Application Ability | ||||||||
2.1 | 2.1 a | Identify | 17 | 20 | 90–70 | 10–30 | 90–70 | 10–30 |
2.1 a | Discern and characterise | 19 | 20 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.1 a | Determine and analyse | 22 | 23 | 90–65 | 10–35 | 90–65 | 10–35 | |
2.1 a | Justify and apply | 26 | 30 | 80–60 | 20–40 | 75–60 | 25–40 | |
2.1 a | Predict | 29 | 30 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.1 a | Synthesise | 30 | 29 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.1 a | Develop | 30 | 29 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.1 b | Ensure | 27 | 28 | 85–65 | 15–35 | 85–65 | 15–35 | |
2.1 c | Competently address | 26 | 25 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.1 d | Investigate | 19 | 20 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.1 e | Partition | 20 | 20 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.1 e | Re-combine | 21 | 20 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.1 f | Conceptualise | 28 | 26 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.1 f | Evaluate | 25 | 24 | 85–65 | 15–35 | 85–65 | 15–35 | |
2.1 g | Critically review | 21 | 22 | 90–65 | 10–35 | 90–65 | 10–35 | |
2.1 g | Apply | 28 | 27 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.1 h | Identify | 18 | 19 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.1 h | Quantify | 19 | 16 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.1 h | Mitigate and manage | 27 | 26 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.1 i | Interpret and ensure | 25 | 26 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.2 | 2.2 a | Proficiently identify | 21 | 18 | 90–65 | 10–35 | 90–65 | 10–35 |
2.2 a | Select | 25 | 25 | 85–60 | 15–40 | 85–60 | 15–40 | |
2.2 a | Apply | 26 | 28 | 85–60 | 15–40 | 80–60 | 20–40 | |
2.2 b | Construct | 19 | 18 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.2 b | Select | 17 | 18 | 90–75 | 10–25 | 90–75 | 10–25 | |
2.2 b | Apply | 25 | 26 | 80–65 | 20–35 | 80–65 | 20–35 | |
2.2 c | Determine | 28 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.2 d | Apply | 29 | 25 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.2 e | Apply | 31 | 31 | 80–60 | 20–40 | 75–60 | 25–40 | |
2.2 f | Design and conduct | 30 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.2 f | Analyse and interpret | 19 | 20 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.2 f | Formulate | 19 | 19 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.2 g | Analyse | 18 | 21 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.2 g | Minimise or compensate | 25 | 25 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.2 g | Quantify | 18 | 18 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.2 h | Safely apply | 27 | 27 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.2 i | Understand | 28 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.2 j | Understand | 28 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.3 | 2.3 a | Proficiently apply | 20 | 25 | 90–70 | 10–30 | 80–65 | 20–35 |
2.3 b | Address | 24 | 23 | 90–65 | 10–35 | 90–65 | 10–35 | |
2.3 c | Execute | 30 | 30 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.3 c | Lead | 31 | 31 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.3 d | Aware of | 21 | 20 | 90–70 | 10–30 | 90–70 | 10–30 | |
2.4 | 2.4 a | Contribute to | 29 | 29 | 80–60 | 20–40 | 80–60 | 20–40 |
2.4 a | Manage | 29 | 29 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.4 b | Seek out | 23 | 21 | 90–65 | 10–35 | 90–65 | 10–35 | |
2.4 b | Realistically assess | 28 | 27 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.4 c | Accommodate | 27 | 27 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.4 d | Proficiently apply | 27 | 27 | 80–60 | 20–40 | 80–60 | 20–40 | |
2.4 e | Aware of | 25 | 24 | 85–65 | 15–35 | 85–65 | 15–35 | |
2.4 f | Demonstrate | 24 | 22 | 90–65 | 10–35 | 90–65 | 10–35 | |
Engineers Australia’s Stage I Competencies Reference | Industry Engagement (WIL) | Campus/Industry Engagement (WIL) Percentage Range | ||||||
Element of Competency | Indicators of Attainment Components | Trigger Verbs and Nouns | Mean | Proposal | Validation | |||
Interviews % | Validation % | Campus % | Industry (WIL) % | Campus % | Industry (WIL) % | |||
3. Professional and Personal Attributes | ||||||||
3.1 | 3.1 a | Demonstrate | 23 | 26 | 80–65 | 20–35 | 80–65 | 20–35 |
3.1 b | Understand | 19 | 20 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.1 c | Understand | 28 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
3.1 d | Aware of | 18 | 21 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.2 | 3.2 a | Proficient in | 20 | 27 | 90–65 | 10–35 | 80–60 | 20–40 |
3.2 b | Prepare | 20 | 18 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.3 | 3.3 a | Apply | 27 | 26 | 80–60 | 20–40 | 80–60 | 20–40 |
3.3 b | Seek out | 18 | 17 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.3 b | Apply | 26 | 26 | 80–60 | 20–40 | 80–60 | 20–40 | |
3.3 c | Aware of | 19 | 18 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.3 c | Engage | 27 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
3.4 | 3.4 a | Proficient in | 18 | 28 | 90–70 | 10–30 | 80–60 | 20–40 |
3.4 b | Critically assess | 20 | 18 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.4 c | Aware of | 19 | 18 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.5 | 3.5 a | Demonstrate | 23 | 23 | 85–60 | 15–40 | 85–60 | 15–40 |
3.5 b | Understand | 22 | 22 | 90–65 | 10–35 | 90–65 | 10–35 | |
3.5 c | Demonstrate | 15 | 15 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.5 d | Manage | 17 | 16 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.5 d | Prioritise | 18 | 18 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.5 e | Think critically | 19 | 19 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.5 e | Apply | 24 | 29 | 85–60 | 15–40 | 80–60 | 20–40 | |
3.5 f | Present | 27 | 29 | 80–60 | 20–40 | 80–60 | 20–40 | |
3.6 | 3.6 a | Understand | 17 | 16 | 90–70 | 10–30 | 90–70 | 10–30 |
3.6 b | Function as | 29 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
3.6 c | Earn | 22 | 21 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.6 d | Recognise | 28 | 28 | 80–60 | 20–40 | 80–60 | 20–40 | |
3.6 e | Confidently pursue | 22 | 21 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.6 e | Discern | 23 | 23 | 90–70 | 10–30 | 90–70 | 10–30 | |
3.6 f | Take initiative | 29 | 30 | 80–60 | 20–40 | 80–60 | 20–40 | |
3.6 f | Fulfil | 29 | 31 | 80–60 | 20–40 | 80–60 | 20–40 |
Engineers Australia’s Stage I Competencies Reference | WIL Industry Engagement | On-Campus Learning | |||
---|---|---|---|---|---|
Element of Competency | Indicators of Attainment | Trigger Verbs and Nouns | % Mean | % Range | % Range |
1.4 | 1.4 a | Identify | 18 | 10–25 | 90–75 |
1.4 a | Critically appraise | 21 | 10–30 | 90–70 | |
1.4 b | Interpret | 18 | 10–30 | 90–70 | |
1.4 b | Apply | 23 | 15–35 | 85–65 |
Year | Key Achievement Focus | Competency Components’ Trigger Verbs and Nouns |
---|---|---|
1 | Security and induction procedures. OHS training, including general OHS awareness. Company-specific OHS on-site training. Commence the learning of discipline in workplace scenarios. Achieve competency in the fundamental practical aspects of the indicators of attainment components. | Awareness, identification, expressing, comprehension, and understanding |
2 | Core practical aspects of the discipline. Corresponding professional and personal attributes. | Interpretation, application, understanding, determination, analysis, ensuring, identification, interpretation, proficiency, construction, selection, determination, addressing, systematically addressing, writing, checking, awareness, proficiency, critical assessment, thinking, application, functioning, and earning |
3 | Advanced practical aspects of indicators of attainment components. | Engagement, proficient application, critical appraisal, application, appreciation, prediction, addressing, partitioning, conceptualising, critical reviewing, proficient identification, safe application, assessment, ensuring, partitioning, analysis, integration, quantification, seeking out, awareness, demonstration, understanding, functioning, recognising, and confident pursuing |
4 | Management of advanced practical aspects of indicators of attainment components. | Development, application, appreciation, investigation, critical reviewing, management, design, conduction, analysis, determination, working within, eliciting, scoping, documenting, developing and completing, devising and documenting, prototyping and implementing, documenting, commissioning, reporting, contribution and management, realistic assessment, accommodating, demonstration, proficiency, preparedness, demonstration, presenting, and taking initiative |
Year | Units/Subjects | Theory | Practical | ||||
---|---|---|---|---|---|---|---|
1 | Y1S1 Y1S2 Y1S3 Y1S4 Y1S5 | On-campus | Workshop/laboratory and Companies A, B, and C | Workshop/laboratory and on-campus | Company A | Company B | Company C |
Y1 Project | On-campus, workshop/lab, and Companies A, B, and C | ||||||
2 | Y2S1 Y2S2 Y2S3 Y2S4 Y2S5 | On-campus | Workshop/laboratory and Companies D, E, and F | Workshop/laboratory and on-campus | Company D | Company E | Company F |
Y2 Project | On-campus, workshop/lab, and Companies D, E, and F | ||||||
3 | Y3S1 Y3S2 Y3S3 Y3S4 Y3S5 | On-campus | Workshop/laboratory and Companies G, H, and I | Workshop/laboratory and on-campus | Company G | Company H | Company I |
Y3 Project | On-campus, workshop/lab, and Companies G, H, and I | ||||||
4 | Y4S1 Y4S2 Y4S3 Y4S4 Y4S5 | On-campus | Workshop/laboratory and Companies J, K, and L | Workshop/laboratory and on-campus | Company J | Company K | Company L |
Y4 Project | On-campus, workshop/lab, and Companies J, K, and L |
Options | On-Campus | WIL |
---|---|---|
1 | 4 days | 1 day |
2 | 3 days | 2 days |
Model | On-Campus | WIL |
---|---|---|
Monthly | 3 weeks | 1 week |
Semester | 4–5 months | 1–2 month/s |
Theory | Practical | |||||
---|---|---|---|---|---|---|
On-campus | Workshop/laboratory, Companies A, B, and C, and more as required | Workshop/laboratory and on-campus | Company A | Company B | Company C | More companies as required |
Learning Plan Approaches | Methods |
---|---|
Project work | Complete project works, including a written report within a set time. |
Case study | Present a study of an individual feature or event in the workplace, including a plan for improvement. |
Direct observation | Observe the student over a period in the workplace. Maintain the record of observation. |
Work/learning contract | Completion of a set of workplace responsibilities assigned by a workplace supervisor within a period. |
Required work | Performance on an agreed set of tasks. |
Critical incident analysis | Record a workplace incidence and analyse it through discussion using learning guide; evaluate actions for better effectiveness. |
Reflective assessment | Observe workplace practices and reflect on decisions made. Maintain a reflective diary. |
Stages | Academic Practices |
---|---|
Pre-WIL | Identifying appropriate workplaces Mapping workplaces for the engineering qualification Orientating students for effective engagement Briefing WIL requirements and stakeholder responsibilities Preparation of WIL and assessment record books Preparing students for WIL Pre-WIL pre-requisites training Workplace risk management training |
During WIL | Ensure proper workplace mentoring Coordinate WIL arrangements for each student at various allocated workplaces Encourage student engagement with learning outcomes Verification of WIL and assessment record books Facilitate student engagement |
Post-WIL | Provide an opportunity for sharing learning Endorsing WIL and assessment record books Identification of WIL learning outcomes and workplace practices Encouragement of further learning |
Factors | Strategies |
---|---|
Academic/workplace mentor | Create enthusiasm for practical and theoretical elements of WIL, create realistic expectations for integrating theory and practice, build rapport with students, provide clarity in learning and attitudes, and provide positive feedback about the WIL environment. |
Content/information | Provide clarity and establish a connection between theory and WIL practice, demonstrate the usefulness of the knowledge/skills to students in their work, provide clear and accurate learning activities, deliver the designed learning outcomes to enable learners to progress to the next level of understanding, and blend theory and practice to improve learning outcomes. |
Delivery/presentation | Encourage the active involvement of students in the development of learning outcomes, encourage them to share learning outcomes with others, motivate them to be actively involved in discussion, questions, and writing, engage in a hands-on demonstration of interlinked theory and practice to involve the mind and body, engage in debates, and position papers and discussion to involve values, attitudes, and feelings. |
Assessment Methods | Assessment Activities |
---|---|
Workplace examinations | Written examinations and practical examinations |
Practical written assignments | Written portfolios, case studies, analytic papers, reflection essays, journals, progress reports, writing activities, and article/reading review |
Performance observation | Workplace performance assessment, peer assessment, simulation, demonstration, and task-oriented assessment |
Presentations | Poster presentations, PowerPoint presentations, concept maps, individual or group interview, online discussion group, and video diaries |
Workplace projects | Capstone projects and mini-projects |
Workplace portfolios | Photography portfolios, critical incident analysis, reflective writings, and performance evidence |
Sections | Addressing/Consisting of: |
---|---|
Workplace description | Description of: Worksite. Student roles and responsibilities. Methods of learning tasks, observations, interactions, etc. |
Learning outcomes | Description of: Proposed learning outcomes. Learning goals updates. |
Examine the workplace experience | Examination of: Work experience including pre- and post-work experience. Student achievements in the workplace. Student challenges in the workplace. Changes in the student’s thinking and perspective. Use of specific workplace examples. Prior to the work experience, understanding the construct. Strengths and challenges in workplace application of this construct. |
Learning articulation | Articulation of: Job-specific knowledge and skills learned in the workplace. Learning about one’s self from the workplace. Methods of learning such as situations, tasks, and feedback mechanisms. Why the above matters. Students’ future activities/goals. Learning practice, considering the future. |
Formatting and referencing | Correct sentence structure. Accurate spelling, grammar, and punctuation. Proper structure, headings, and sub-headings. Completion and formatting of reference list (APA 7th ed.). Correct in-text referencing. |
Recommendations | Rationale |
---|---|
Goal setting | Mutual agreement on the partnership mission, vision, values, goals, and outcomes. |
Respect | Mutual respect, trust, commitment, and genuineness. |
Equality | The power and responsibilities are shared and balanced among partners. |
Communication | Clear, open, and accessible communication among partners, and a priority to listen to each need, validate and clarify terms, etc., should be ensured. |
Collaboration | Roles, processes, and norms need to be established with agreement from all parties. |
Feedback | Continuous improvement of partnership and outcomes should be the aim of feedback. |
Improvement | Identified strengths, assets, and areas that require improvement need to be the foundation for building partnerships. |
Recognition | The accomplishment of partnership needs to be shared by the partners. |
Growth | Partners should be patient and allow time for the development and growth of the partnership. |
Staff Structure | Responsibilities |
---|---|
EWIL Committee | Drive development and implementation of enhanced WIL. Recommend organisational best practices. Guide the development of enhanced WIL blueprints. Approve resources and enhanced WIL blueprints. Evaluate the success of enhanced WIL framework. |
EWIL Administrator | Develop proper documentation system to plan, schedule, conduct, assess, and record enhanced WIL. Administer training grants. |
EWIL Developers | Conduct job and task analysis. Recommend relevant pedagogic courses for enhanced WIL. Develop enhanced WIL blueprints. Conduct validation of enhanced WIL blueprints. Improve enhanced WIL blueprints. |
EWIL Instructors | Prepare for enhanced WIL. Prepare learners for enhanced WIL. Prepare workplace for enhanced WIL. Conduct enhanced WIL. Evaluate enhanced WIL. Recommend improvements for enhanced WIL. |
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Vailasseri, P.; Long, J.M.; Joordens, M. Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning. Educ. Sci. 2021, 11, 756. https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110756
Vailasseri P, Long JM, Joordens M. Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning. Education Sciences. 2021; 11(11):756. https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110756
Chicago/Turabian StyleVailasseri, Pradeep, John M. Long, and Matthew Joordens. 2021. "Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning" Education Sciences 11, no. 11: 756. https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110756