The semester-in-industry model is, according to Edwards (2007) a characteristic of the Australian undergraduate engineering work-integrated learning industry affiliates program. Engineers Australia, the Australian engineering accrediting body, advocates that a key differentiating element of a professional engineering degree from an applied science degree is exposure through work-practice. The industry affiliates program entail students work on a joint industry-university supervised project during the first semester of the final year. Edwards (2007) summarizes the roles and responsibilities of the three partners to the industry affiliates program as follow:
- The industry partner provides the resources for the project; technical supervision for the student; and a suitable workplace for the student similar to that provided for commencing engineers. Industry partners are not expected to pay students.
- The aim is to integrate the student into the professional culture of organization. The student manages the project and adheres to the dress and attendance standards of the industry partner.
- The university selects suitable projects (in consultation with industry partners); help match students to projects; and provides academic supervision of students by visiting student in industry placement to ensure the meeting of requirements.
The schedule of a typical industry affiliates program model is as follow (Edwards 2007):
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October (of year before) |
Briefing of students and preparation of CVs |
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November |
List of project topics released and student apply |
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December to January |
Students interviewed and selected for projects |
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February |
Pre-industry workshops; agreements signed between industry partner and student; and student prepares project milestones |
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February to June |
Industry experience by executing an assigned project and regular monitoring of project plan by industry and university |
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June |
Exhibition of projects and submission of thesis |
Work-integrated Learning (WiL) is a term used by many Australian universities and internationally to refer to activities that integrate the work (or industry) experience with formal studies. Edwards (2007) points out that it can take multiple forms, such as periods of work experience, internships, site visits, industry based projects, case studies using industry experience, having industry experts provide guest lectures, etc.
Edwards, D. 2007. Integrating Work Integrated Learning. Presented at the International Conference on Engineering Education – ICEE 2007, September 3 – 7, Coimbra, Portugal. Retrieved February 10, 2011 from http://www.ineer.org/Events/ICEE2007/papers/226.pdf
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