Work-integrated Learning Competencies: A Case Study in a Food Engineering Practice School Program

Abstract

There is increasing pressure on higher education to include work-integrated learning (WiL) in its programs in order to prepare graduates for the workplace. However, there is a lack of detailed competencies required for this type of learning. The purpose of this study was to identify competencies needed for workintegrated learning (WiL). The case study took place in a food engineering practice school program in a Thai university. It involved multiple quantitative and qualitative data-collection techniques over a period of one year including interviews, observation, focus groups and surveys. Participants included alumni, instructors, administrators, graduate students, site directors, managers, a factory CEO, support staff and mentors. Results revealed six core competencies as follows: ethics and integrity; continuous learning skills, problem-solving and research skills, leadership and teamwork skills, communication skills with English language, and knowledge of food engineering. Analysis using Pearson Product Moment Coefficient of Correlation indicated that continuous learning skills, leadership and teamwork skills and problem-solving and research skills emerged as the most important competencies.

Knowledge Management Technology Using Seci and Wil to Improve Performance of in-Formation Technology Division in Pangestu Jaya Ltd.

“…In a WIL setting, [35], contend that communication can orange from arm's length where there's inadequate communication between the college and the firm to insert characterized by tall levels of communication. Furthermore, Kirtikara [36] found that dialect was a profoundly petulant issue in WIL Communications between firms and colleges as phrasing was befuddling and there was a small shared understanding.…”