Engineering work integrated learning placements: the influence of capitals on students' access

Megan Paull; Natalie Lloyd; Sally A. Male; Teena Clerke

doi:10.1080/1360080X.2019.1646382

Engineering work integrated learning placements: the influence of capitals on students' access

Megan Paull, Natalie Lloyd, Sally A. Male, Teena Clerke

Electrical, Electronic and Computer Engineering

Research output: Contribution to journal › Article › peer-review

18 Citations (Scopus)

Abstract

Work Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE 'entry to profession' engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured interviews with staff and student engineers from four Australian HE institutions with mandatory engineering WIL. Framed by a Bourdieusian theoretical perspective, the influence of capitals on student access to engineering WIL placements was investigated. The research found that students' capitals influenced access to engineering WIL placements. Policy and educational practice recommendations are made.

Original language	English
Pages (from-to)	534-549
Number of pages	16
Journal	Journal of Higher Education Policy and Management
Volume	41
Issue number	5
DOIs	https://doi.org/10.1080/1360080X.2019.1646382
Publication status	Published - 3 Sept 2019

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10.1080/1360080X.2019.1646382

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abstract = "Work Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE 'entry to profession' engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured interviews with staff and student engineers from four Australian HE institutions with mandatory engineering WIL. Framed by a Bourdieusian theoretical perspective, the influence of capitals on student access to engineering WIL placements was investigated. The research found that students' capitals influenced access to engineering WIL placements. Policy and educational practice recommendations are made.",

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N2 - Work Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE 'entry to profession' engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured interviews with staff and student engineers from four Australian HE institutions with mandatory engineering WIL. Framed by a Bourdieusian theoretical perspective, the influence of capitals on student access to engineering WIL placements was investigated. The research found that students' capitals influenced access to engineering WIL placements. Policy and educational practice recommendations are made.

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Engineering work integrated learning placements: the influence of capitals on students' access

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