Students’ perception of non-placement work-integrated learning in chemical engineering: Work-related skills towards the post-pandemic future

Abstract

Work-integrated learning (WIL) is a pedagogical activity designed to enhance the integration of theoretical knowledge and practical skills in an authentic context. WIL is typically accomplished through work placement, but a non-placement WIL is potentially promising. In this study, a non-placement WIL programme was incorporated into chemical engineering final year projects. The students worked on industrial problems without a work placement. The purpose of the study was to investigate work-related skills learned in a non-placement WIL programme. A qualitative dominant mixed-methods research approach was adopted. Data was collected using a quantitative questionnaire (n = 69) and a qualitative interview (n = 15). Quantitative findings revealed no significant difference between students working on non-placement WIL and academic projects. However, qualitative findings revealed seven insightful work-related skills in the non-placement WIL: (1) professional relationship with industrial experts and academic supervisors, (2) virtual communication and collaboration, (3) technology skills in the latest industrial software and tools, (4) motivation to undertake novel and challenging industrial problems, (5) creative and innovative strategies, (6) application of higher order thinking skills to model authentic problems, (7) inductive and deductive reasoning. The COVID-19 pandemic has changed how engineers work. Today, it is a necessity to embrace creative problem-solving skills and adopt various types of modern technologies to work effectively and remotely.

Keywords

• Non-placement
• Work-integrated learning
• Virtual communication
• Technology usage
• Critical thinking
• Problem solving