Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study

Reedy, Alison Kay; Farías, María Lucía Guerrero; Reyes, Luis H.; Pradilla, Diego

doi:10.1016/j.ece.2020.09.002

Cited by 25 publications

(16 citation statements)

References 22 publications

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“…Data collected from students, lecturers, and industry partners demonstrated the benefits of this approach. Similarly, Reedy et al (2020) found that work-integrated learning models are effective in building relevant work skills and preparing students for the demands of the job market. These findings suggest that incorporating work placements into the curriculum can help to ensure that graduates are well-equipped to succeed in their chosen careers without facing any difficulties on the job.…”

Section: Introductionmentioning

confidence: 94%

“…Work-integrated learning (WIL) is a form of experiential learning that combines academic study with structured work experience in a real-world setting. This can include placements, practicums, action learning, apprenticeships, service learning, and project-based learning (Reedy et al, 2020). PBL is a form of non-placement WIL that gives educators more control over the quality of student learning compared to the highly varied experiences gained during apprenticeships.…”

Section: Effect Of Project-based Learning On Employability Skillsmentioning

confidence: 99%

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Effects of Project-Based Learning on Employability Skills

Taufiqur Rahman,

Nurul Fitria,

Evi Nurhidayah

et al. 2023

RIS

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This study is a systematic review of the literature investigating the effects of project-based learning on the employability skills of higher education students. Project-based learning focuses on experience to solve problems in a real-life context. It can help students relate learning experiences to real situations and conditions. Employability skills are skills that every worker must have to adapt to the workplace, increase competitiveness, and be successful in increasing productivity and profits. 6 papers from 2018 to 2022 that were relevant to the topic of this paper were selected for the review process. The findings of this review indicate that project-based learning affects the employability skills of students in higher education so that they can meet the needs of the workspace with communication skills, collaboration skills, critical thinking and problem-solving skills, applying knowledge to practice, self-awareness and reflectivity, and self-confidence which are the dominance of project-based learning that has an impact on work skills.

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Section: Introductionmentioning

confidence: 94%

Section: Effect Of Project-based Learning On Employability Skillsmentioning

confidence: 99%

Effects of Project-Based Learning on Employability Skills

Taufiqur Rahman,

Nurul Fitria,

Evi Nurhidayah

et al. 2023

RIS

View full text Add to dashboard Cite

show abstract

“…Work done by Reedy, et. al. shows the skill development through a non-placement WIL program [17]; they highlighted a model of education that encouraged employability skill development. Work with similar subject matter, under the lens of transformation, would be helpful to explore in the future.…”

Section: Limitations and Future Workmentioning

confidence: 99%

Transformation of Employability Skills Through Co-Op Experiences

Ali

Harris

2021

PCEEA

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The structure of co-operative programs gives students the opportunity to transform employability skills. Using a proposed conceptual framework and inspirationfrom Mezirow’s Transformative Learning Theory, this paper analyzes four engineering students in varying disciplines across the three contexts that a co-op experience provides: pre co-op school setting, co-op work placement and the post co-op school setting. Using reflection and by adapting to their settings, these students transformed their communication, organization/ time management and initiative/ responsibility skills. Analyzing these skills and experiences against the framework, we can see how the details and specifics of the transformation varies for each student; however, each student needs to experience each stage for successful transformation. Each of the stages then feeds into and helps further the skills as it changes.

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“…Work-integrated learning (WIL) is an umbrella term referring to pedagogies in which work experiences are intentionally embedded in the curriculum. WIL takes many forms, and as its prevalence grows in engineering undergraduate and graduate programs (e.g., Diaz and Han (2022), Marar et al (2022), Mazhar and Arain (2015), Reedy et al (2020), Smith and Trent (2021), Stewart and Chen (2009)), so has researchers' interest in understanding the extent and nature of student learning in this setting and best practices for integration with classroom learning. It is assumed that WIL experiences provide rich environments for students to gain authentic experience in designing; yet, research on design learning in WIL settings is limited (Litster et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Investigation of Students’ Design Experiences in a Work-Integrated Learning Setting

et al. 2023

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Work-integrated learning (WIL) – a pedagogy that integrates academic studies with workplace experiences – presents an excellent opportunity for students to “deliberately practice” their design skills. To date there has been little investigation into the effect(s) of WIL experiences on developing novice designers’ design skills.We performed a series of longitudinal interview case studies following three engineering students through the course of a 4-month work term. Interviews were semi-structured to gather rich contextual descriptions of participant experiences designing in WIL settings. Transcripts were analysed using an iterative thematic analysis approach.Results indicate specific areas where WIL helps develop novice designers’ engineering design skills and mindsets beyond their early experiences in the engineering classroom. These include their experiences interacting with clients/users, the importance of project transition considerations, resource coordination, teamwork/collaboration, and the design process. We discuss how the structure of design tasks and their environment differ from the classroom experience, highlighting how WIL can supplement traditional design education.

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Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study

Cited by 25 publications

References 22 publications

Effects of Project-Based Learning on Employability Skills

Effects of Project-Based Learning on Employability Skills

Transformation of Employability Skills Through Co-Op Experiences

A Qualitative Investigation of Students’ Design Experiences in a Work-Integrated Learning Setting

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