Engineering Work Integrated Learning Placements: The Influence of Capitals on Students' Access

Autor/inn/en	Paull, Megan; Lloyd, Natalie; Male, Sally A.; Clerke, Teena
Titel	Engineering Work Integrated Learning Placements: The Influence of Capitals on Students' Access
Quelle	In: Journal of Higher Education Policy and Management, 41 (2019) 5, S.534-549 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paull, Megan) ORCID (Lloyd, Natalie) ORCID (Male, Sally A.) ORCID (Clerke, Teena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2019.1646382
Schlagwörter	Engineering Education; Higher Education; Accreditation (Institutions); Foreign Countries; Workplace Learning; Work Experience Programs; Student Attitudes; College Faculty; Teacher Attitudes; Work Environment; Social Capital; Student Placement; Educational Policy; Experiential Learning; Decision Making; Australia + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausland; Schülerverhalten; Fakultät; Lehrerverhalten; Arbeitsmilieu; Sozialkapital; Schülerpraktikum; Politics of education; Bildungspolitik; Experiental learning; Erfahrungsorientiertes Lernen; Decision-making; Entscheidungsfindung; Australien
Abstract	Work Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE 'entry to profession' engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured interviews with staff and student engineers from four Australian HE institutions with mandatory engineering WIL. Framed by a Bourdieusian theoretical perspective, the influence of capitals on student access to engineering WIL placements was investigated. The research found that students' capitals influenced access to engineering WIL placements. Policy and educational practice recommendations are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01