Work-Integrated Learning in Engineering, Built Environment and Technology: Diversity of Practice in Practice

Work integrated learning manifests itself in many guises, including Work Based Learning, Workplace Learning or Practice Based Learning and occurs within work-like contexts, simulated work conditions, an actual workplace or a combination of these. Work-Integrated Learning in Engineering, Built Environment and Technology: Diversity of Practice in Practice provides a snap shot of a global perspective of the diversity of practices adopted to successfully develop, implement, deliver and re-invigorate undergraduate and postgraduate Work Integrated Learning (WIL) focused programs in engineering, the built environment and information technology. The authors who contributed to this text provide a diverse perspective on the manner in which the WIL philosophy can be adopted and adapted and emphasize a learning environment that creates and supports meaningful learning through a contextual lens.

About the Author :
Patrick’s experience of, and involvement with, Work Integrated Learning/Practice Based Learning commenced 25 years ago when he completed a postgraduate Diploma in Teaching (Physics/Mathematics) at the University of Queensland. Over the 12 years of Patrick’s career as a secondary teacher he was a mentor, supervisor and assessor of pre-service science teachers operating within a Work Integrated Learning/Practice Based Learning model. Over the past 13 years, as a university lecturer, Patrick has led the development and delivery of programs at undergraduate (Director: Built Environment Programs) and postgraduate (Director: Maintenance Management, Environmental Management, Process Engineering Programs) level with the central theme of a Work Integrated Learning/Practice Based Learning philosophy. In 2009, Patrick undertook sabbatical at the Practice Based-Professional Learning Centre of Excellence in Learning and Teaching (PBPL-CETL) at The Open University, Milton Keynes, UK to further his WIL/PBL research interests and has served as a Fellow of the PBPL-CETL. Patrick is the convenor of the Work Integrated Learning – Special Interest Group within CQUniversity’s Learning & Teaching Education Research Centre (LTERC). Professor (Dr) Arun Patil is currently Pro Vice-Chancellor and Pro President of Amity University Rajasthan, India. Prior to this Professor Patil was Director of Postgraduate Coursework Studies and Director of Deakin Engineering Education Research (DEER) in the School of Engineering, Deakin University, Australia. His other previous positions include Deputy Dean (L&T) at CQUniversity, Research Scholar and Project Officer at Monash University, Australia. Professor Patil has over 30 years of teaching, research, and managerial experience in higher and further education. He holds a PhD, the Master of Engineering Science, both from Monash University, Australia. Professor Patil has received several awards including; Deakin University, School of Engineering’s Overall Contribution to the School; Mahatma Gandhi Pravasi Samman Award by the Non-Resident Indians (NRI) Welfare Society of India; the Vice-Chancellor’s Award for Best Practices in Learning and Teaching (CQUniversity) and Silver Badge of Honour (Monash University) for his significant contribution to global engineering education. Professor Patil is the founding General Chair for the International Engineering and Technology Education Conference (IETEC) Series held since 2011 and he has published widely including edited books, scholarly journal articles, book chapters, conference volumes and conference papers. One of his Springer edited book; Engineering Education Quality Assurance: A Global Perspective , is highly popular and most cited in engineering education literature. He is an active member of several professional organizations including, Engineers Australia (EA), European Society for Engineering Education (SEFI), The Australian Collaborative Education Network (ACEN) and The Australasian Association for Engineering Education (AAEE). Roberta (Bobby) Harreveld is the founding and previous Director, Learning & Teaching Education Research Centre (LTERC) and the Acting Deputy Dean, School of Education at CQUniversity Australia as well as an Adjunct Fellow with the Centre for Educational Research at the University of Western Sydney in Australia. As Director of LTERC, she is responsible for establishing the strategic direction and operational management plan for education research related activities into learning and teaching at CQUniversity. Bobby’s current teaching and research is investigating questions around work oriented curriculum design, technologically mediated pedagogies and epistemologies of teaching and teacher education. This work is located among the education systems of universities, vocational colleges, schools, workplaces and community learning settings. She is supervising a number of research higher degree students in this area. Her interests in work-integrated teaching and learning is trans-national, cross-sectoral, multicultural and inter-systemic in orientation. Bobby is actively engaged in successful competitive research grants with colleagues (e.g. ARC Linkage Grant 2007-2010); commissioned research projects; (c) research higher degree supervision; and a sustained output of scholarly work.