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ENGINEERING
Institute for Applied Production Sciences
Curricular Elements of
Work Integrated Higher
Education
Johannes Haas,
FH JOANNEUM University of Applied Sciences,
Institute for Applied Production Sciences
Graz, Austria
johannes.haas@fh-joanneum.at
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ENGINEERING
Institute for Applied Production Sciences
Content of Presentation
1. Introduction to and History of Work Integrated
Education
2. Introduction to specific programmes at FH JOANNEUM
3. Innovation of Curriculum to meet Work Requirements
a. Example: How can we best prepare students for
their entrance into the world of work?
b. Example: How can we support companies to
include renewable energy and energy efficiency?
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ENGINEERING
Institute for Applied Production Sciences
Work and Education
Challenges for HEI:
> 100 000 BC
10 000 BC
1000 BC
Science – Nations – Industry - WWW
1700 AD 1900 AD
Coop and Work
Higher Education
Integrated
Education
Work Based Learning
Co-operative and Work
Integrated Learning
Learning
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ENGINEERING
Institute for Applied Production Sciences
Struggling for Positioning of Higher Education in Modern Societies
Flexible, individual learning
Labour market driven
“Pure Education” /
Personal Development
Massification
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ENGINEERING
Institute for Applied Production Sciences
Struggling for Labor Market Integration in Modern Societies
Go to University
to find a Job
Stay at University to
find a Job
Stay at University
because they do not
find a Job
Go to University
to not have to take a
Job
Stay at University
because they do not
want a job
Personal and System
Failure / Crisis
Go to University to find a better Job
Age:
18-22
23-27
>30
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ENGINEERING
Institute for Applied Production Sciences
Introduction to Cooperative and Work Integrated Education
The core elements of CWIE are the close and continuous cooperation between
higher education and enterprises and their representatives, and a wide range of
specific elements to integrate academic curricular and professional tasks and
temporary employment to form a unique and individual educational system for
each participating student.
Experiential Education / Learning Cycle
FH JOANNEUM – Production Technology and Organization
David Kolb, 1974
Work Study Rotation / Alternance / Dual Education
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What does „Cooperative and Work
Integrated Education“ mean?
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ENGINEERING
PTO
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ENGINEERING
PTO Diploma Program 2002 - 2014
150 Companies
Longest Distance: 530 km (Swiss Border)
Largest Factory VOEST Alpine Linz with 10.000 employees
Smallest Factory Pink Solar Cooling with 10 employees
About 250 graduates in all possible positions
6 successful partnerships for family succession
4 successful partnerships to support start up companies
10 % female students – 15 % female graduates
Students from apprenticeship rising from 5 to 15 %
40 % of students worked abroad
25 % of students studied abroad
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ENGINEERING
Institute for Applied Production Sciences
Using reflection of work place requirements to start a
continuous improvement process for the curriculum
Aim & Methods
The projects aim was to understand how the student view their first COOP- period
and to use findings for curriculum development.
85 (three cohorts 2011 – 2013) 2nd semester students list their highest priorities for
personal learning during their first work term with the future employer (Assessment
Instrument from: Cates, C. and Cederkreutz, K., Leveraging Cooperative Education to
guide Curricular Innovation, University of Cincinnati, 2008).
Students and teacher analyzed the results together in the course “Reflection of
Professional Practice”.
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ENGINEERING
Institute for Applied Production Sciences
CATEGORY
A
B
C
D
E
F
G
H
I
J
K
LEARNING OBJECTIVE
Speaks with clarity and confidence
Writes clearly and concisely
COMMUNICATION
Makes effective presentations
Exhibits good listening and questioning skills
Evaluates situations effectively
CONCEPTUAL AND
Solves problems / makes decisions
ANALYTICAL
Demonstrates original and creative thinking
ABILITY
Identifies and suggests new ideas
LEARNING /
Learns new material quickly
THEORY AND
Accesses and applies specialized knowledge
PRACTICE
Applies classroom learning to workplace situations
Assumes responsibility / accountable for actions
Exhibits self-confidence
PROFESSIONAL
Possesses honesty / integrity / personal ethics
QUALITIES
Shows initiative / is self-motivated
Demonstrates a positive attitude toward change
Works effectively with others
Understands and contributes to the organization's goals
TEAMWORK
Demonstrates flexibility / adaptability
Functions well on multidisciplinary team
Gives direction, guidance and training
LEADERSHIP
Motivates others to succeed
Manages conflict effectively
Uses technology, tools, instruments and information
TECHNOLOGY
Understands complex systems and their interrelationships
Understands the technology of the discipline
DESIGN AND
Displays the ability to design a component, system or process
EXPERIMENTAL Demonstrates ability to design and conduct experiments
SKILLS
Analyzes and interprets data efficiently
Understands and works within the culture of the group
WORK CULTURE Respects diversity
Recognizes political and social implications of actions
Manages projects and / or other resources effectively
ORGANIZATION
Sets goals and prioritizes
PLANNING
Manages several tasks at once
Allocates time to meet deadlines
Professional toward work assigned
Quality of work produced
EVALUATION OF
Volume of work produced
WORK HABITS
Attendance
Punctuality
71 %
68 %
36 %
39 %
43 %
64 %
32 %
32 %
46 %
32 %
46 %
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ENGINEERING
Institute for Applied Production Sciences
Ranking
Learning Outcome
Priority
1
Speaks with clarity and confidence
71%
2
Solves problems / makes decisions
68%
Personality
development
3
Manages conflict effectively
64%
(Ranking 1-3)
4
Manages projects and / or other
resources effectively
46%
4
Quality of work produced
46%
6
Works effectively with others
43%
7
Shows initiative / is self-motivated
39%
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9
Accesses and applies specialized
knowledge
Understands complex systems and their
interrelationships
36%
32%
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Analyzes and interprets data efficiently
32%
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Sets goals and prioritizes
32%
Quality of work
(Ranking 4-6)
Individual role
as a knowledge
broker
(Ranking 7-9)
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ENGINEERING
Institute for Applied Production Sciences
Consequences for learning opportunities at the university
„Personality Development“
- Regular 1st year courses: Presentation skills and problem solving competence.
- Giving students responsibility throughout the entire application process.
„Quality of Work“
- 1st year Project Management combined with challenging tasks.
- Constant feedback for students on key engineering skills during the courses so
they enter the company with a realistic self image.
- Clear communication and cooperation between university and companies on
defining the work to be expected by students at this stage.
„Individual Role as Knowledge Broker“
- Students are supported in their role as „bridges“ and knowledge brokers (f.e.
through personal mentoring + additional activities by faculty).
- Application of knowledge and interpretation of data in 1st year engineering.
- Reflection of personal learning within work term reports and diaries.
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ENGINEERING
Institute for Applied Production Sciences
Conclusion
Students in their second semester of the coop program „Production Technology and
Organization“ already have a clear perception of what „work integrated learning“ will
mean for them during the upcoming first work term at the coop employer.
By selecting from a list of criteria of professional competences students place highest
emphasis on personality development, followed by work quality and their role as
experts with a university background to generate new knowledge for their companies.
Translating these findings into curricular activities and organizational practices yields the
following recommendations:
- Start early with course design and assignments that reflect and train key
competencies needed for a good start in the company.
- Provide support and mentoring for students in their role as mediators between
company and university. This should be an ongoing partnership starting with the
application process and following through until a final thesis or project.
- Constant personal and team reflection is a key to actual „integration“ of work and
study and helps make the most not only of personal experiences but also of the
variety of specific situation encountered by students of one cohort.
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ENGINEERING
Institute for Applied Production Sciences
Cooperative Education - A successful
Strategy to Overcome Obstacles for
the Use of Renewable Energy
Technologies in Industry
- New Degree Program
- New Courses
- New Labs
- R&D Projects
- New Course Content
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ENGINEERING
Institute for Applied Production Sciences
Current Situation
Success factors (and therefore Bottlenecks) for Industry (and especially SME)
Action on Energy Efficiency and Renewable Energy Technologies
1. Short Return-Of-Investment (RoI) Times (the easy measures were
implemented long ago, now come the tricky issues)
2. Somebody important (preferably the head of production) really cares
3. Essential Facts and Figures (needed to meet above goals)
4. Time (f.e. to collect information for above and to meet colleagues in
similar situations or other branches of industry)
5. In-House Skills and Knowledge (for project design and decision making)
6. „Hands-on Partners“ in R&D and Universities who are willing to act
quickly and strictly and on behalf of the company (instead of aiming for
large projects and / or publications)
7. All acquired knowledge stays in the company and is available for
continuous improvement
8. Any activities towards sustainable engineering are streamlined into
every day operation and well mastered organizational practice
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ENGINEERING
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ENGINEERING
Institute for Applied Production Sciences
Student Project – Best Practice
Waste Heat
Brewery Goess (Heineken „Green Brewery“
Benchmark – Flow Chart „Heat“
Brewing Process
Evaporation Losses
Miscellaneous
District Heat
District
Heat
(Biomass)
Production
Biogas
Heating
Not accounted for
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Johannes Eregger, Diploma Thesis 2011
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ENGINEERING
Institute for Applied Production Sciences
Student Project – Best Practice
Brewery Goess (Heineken „Green Brewery“ Benchmark – Hotwater Measuring Sytem)
District Heat
New Measurement
Postion
New Meter
Brewing Process
Hot Water
Tanks
Johannes Eregger, Diploma Thesis 2011
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ENGINEERING
Institute for Applied Production Sciences
„From student learning to
company innovation“ – Success factors
•
Explore any possibility to include industry in a durable partnership:
Advantage of multiple co-op rotations in the same company or successive
students working on the same problem
•
Make innovation and technology transfer a main goal and outcome of
placements: Many details will follow naturally (Who? What? How? Which
university?)
•
View and challenge students in their role as „knowledge dealers“
between university and company: This would also help with several of the
more complicated tasks of university (like triggering research interest in
students and attracting faculty experts)
•
Facilitate constant „reflection-on-doing“ for all people involved: Student,
faculty and company supervisor, from project planning to reporting, include
questions oriented towards global, future and innovative issues
•
And finally: This is a special and attractive opportunity for SMEs – a
single student can already make a decisive difference!
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ENGINEERING
Institute for Applied Production Sciences
Thank you
for your attention!
I hope PRAXIS
continues to be a
facilitator for
university –
industry
cooperation
towards a
sustainable
future.
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