A new method of integrating project-based and work-integrated learning in postgraduate engineering study

Abstract

This paper reflects on the introduction of project-based learning (PBL) into a postgraduate engineering management unit, as a form of work-integrated learning (WIL) extending the practice of students and their engagement with industry. The real life and authentic PBL was designed and implemented in extensive consultation with industry practitioners. WIL has often been conceptualized as a process of induction and introduction to workplaces and work practices. However, such models do not easily translate to postgraduate students with existing workplace experiences. The experience of this unit suggests that there is an intersection between PBL and WIL which may provide a pathway for broader student–industry engagement, scaffolding the development of professional networks and practices for students already within an engineering workplace, and allowing students to transform their practice and improve workplace capabilities. This paper presents a case study of the experience of students who have participated in an industry-led and assessed project based learning experience as part of a unit in the Masters of Engineering Management course. Student satisfaction and engagement with the unit was extremely high, with students self-reporting increased levels of confidence and ability to apply theoretical knowledge. It is concluded that through the integration of project-based and WIL it is possible to create authentic learning experiences for postgraduate students which enable transformative practice and capability development.

Keywords:

• Project-based learning
• work integrated learning
• postgraduate
• curriculum
• engineering management

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 An international student is defined as a non-Australian citizen undertaking study within Australia. Some international students may be longer term residents of Australia, however, the majority are on temporary study visas.

Additional information

Notes on contributors

Azharul Karim

Azharul Karim, PhD, is currently working as an Associate Professor in the Mechanical Engineering Discipline, Science and Engineering Faculty, Queensland University of Technology, Australia. He received his PhD degree from Melbourne University in 2007. Through his scholarly, innovative, high quality research, he has established a national and international standing. His excellence in research has been demonstrated by development of many innovative new products, two international patents, 175 high quality refereed publications (including 90 journal papers, two books and 12 book chapters), 13 research grants amounting A$3.1 million including one highly competitive Advanced Queensland fellowship, being invited by reputed universities for seminars and establishment national and international research collaboration. In last 5 years, his papers have attracted about 2200 citations with h-index 25. His current research areas are project based learning, solar thermal energy, use of nano-fluid in Thermal Storage, Concentrating PV-thermal collector, Food Drying and Lean manufacturing. He is regarded as one of the emerging researchers in Australia in ‘solar thermal research’ and ‘lean manufacturing’ areas. He has chaired many reputed conferences and is editorial board member of three highly reputed journals.

Matthew Campbell

Matthew Campbell was born in Sydney, Australia, receiving a BEd and Gradaute Certificate in Physics from the Australian Catholic Univeristy, Sydney, Australia, in 1998, an MEd with merit from the Univeristy of Sydney, Australia, in 2004, and Graduate Certificate in Education Law from the Australian Catholic Univeristy, Melbourne, Australia, in 2012. He is currently Senior Lecturer in work integrated learning at QUT, and has a background in professional education, work-based learning, curriculum and assessment. His research areas have been around the development of professional identity and learning in the workplace. He has taught in the areas of curriculum, assessment, science education and professional ethics. Recently, he worked as the principal research officer for the Queensland Curriculum and Assessment Authority, and has previously held academic positions at several Australian universities. He is currently an honorary adjunct lecturer at Griffith University in work integrated learning and member of the editorial board of the International Journal of Work Integrated Learning. He was an executive board member of the Australian Collaborative Education Network (ACEN) and the New Zealand Association of Cooperative Education (NZACE), and is currently a member of the Queensland Chapter committee for ACEN.

Mahbub Hasan

Mahbub Hasan was born in Bangladesh in 1985. He completed Bachelor of Science in Mechanical Engineering in 2007, and Master of Science in Technical Education in 2010 from Islamic University of Technology (IUT), Bangladesh. He is currently a PhD student in the School of Education at the University of Queensland, Brisbane, Australia starting from July 2015. Prior commencing his PhD study, he worked as a lecturer and then assistant professor at the Islamic Universiy of Technology (IUT), Bangladesh since 2010. His research areas include Science and Engineering education, student conception of learning, and technology-enhanced learning. Mr Hasan is a member of The Institution of Engineers, Bangladesh (IEB). Membership number: M-26887.