Virtual work integrated learning for engineering students : final report.
Engineers Australia accredits engineering education programs in Australia. Employability skills for engineering practice have been identified in the Stage 1 Competency Standards (Engineers Australia Accreditation Centre, 2018) which are stipulated by Engineers Australia as standards that must be met...
| Institutions: | University of Western Australia Engineers Australia Curtin University Australian Council of Engineering Deans University of Queensland Murdoch University |
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| Asıl Yazarlar: | , |
| Baskı/Yayın Bilgisi: |
Australia. Dept of Education
2019
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| Konular: | |
| Online Erişim: | https://ltr.edu.au/resources/ID15-4951_Male_Final_Report_2019.pdf |
| Özet: | Engineers Australia accredits engineering education programs in Australia. Employability skills for engineering practice have been identified in the Stage 1 Competency Standards (Engineers Australia Accreditation Centre, 2018) which are stipulated by Engineers Australia as standards that must be met by graduates of accredited formative engineering degree programs. ‘Exposure to practice’ has long been recognised by Engineers Australia as a necessary element of engineering education (Bradley, 2008, p. 17), especially for the development of employability skills that have often been identified as deficient such as communication and leadership (Cameron, 2009; Male, 2010; Male, Bush, & Chapman, 2010; Male & King, 2019; Nair, Patil, & Mertova, 2009). In 2014, 12 weeks of engineering work experience were mandatory in the majority of engineering programs in Australia (Male & King, 2019). Work experience had two significant limitations as the predominant approach to developing employability. First, the quality of the experience was unreliable. Second, not all students could secure work experience and consequently there were students who completed their coursework but could not graduate. Other weaknesses included the limited breadth of experience offered from a single employer, and the limited opportunities for work experience before the final years of coursework. The here-reported project was a study of virtual work integrated learning (VWIL) — work integrated learning in which the work has been created for the purpose of learning rather than any true work for an employer or client. The aims were to: design, develop, and test VWIL examples to complement traditional opportunities for engineering students to achieve employability; integrate VWIL in curricula; and prepare a guide for educators on developing and implementing VWIL modules. In VWIL, students undertake learning activities that involve industry but are not true employment (paid or unpaid). Students complete authentic tasks, using authentic tools and/or processes, and engage face-to-face or electronically with real or simulated workplaces and/or practitioners. At all stages, the VWIL Project involved consultation with engineers, students, and educators. [Executive summary, ed] |
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| ISBN: | 9781760518455 (PDF) 9781760518462 (DOCX) 9781760518479 (Print ed) 9781760518455 (PDF) 9781760518462 (DOCX) 9781760518479 (Print ed) |
