Work integrated learning: A realistic evaluation of KMUTT’s chemical engineering practice school

Thonglek, Saranya, Howes, Tony and Kavanagh, Lydia (2011). Work integrated learning: A realistic evaluation of KMUTT’s chemical engineering practice school. In: Yasir M. Al-Abdeli and Euan Lindsay, Proceedings of the 2011 AAEE Conference. 22nd Annual Conference for the Australasian Association for Engineering Education (AAEE), Fremantle, WA, Australia, (260-265). 5-7 December 2011.

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Name Description MIMEType Size Downloads
Author Thonglek, Saranya
Howes, Tony
Kavanagh, Lydia
Title of paper Work integrated learning: A realistic evaluation of KMUTT’s chemical engineering practice school
Conference name 22nd Annual Conference for the Australasian Association for Engineering Education (AAEE)
Conference location Fremantle, WA, Australia
Conference dates 5-7 December 2011
Proceedings title Proceedings of the 2011 AAEE Conference
Place of Publication Barton, ACT, Australia
Publisher Engineers Australia
Publication Year 2011
Sub-type Fully published paper
ISBN 9780858259980
Editor Yasir M. Al-Abdeli
Euan Lindsay
Start page 260
End page 265
Total pages 6
Collection year 2012
Language eng
Abstract/Summary ChEPS is a 2-year Masters program which is based on work-integratedlearning principles. The program produces chemical engineers possessing attributes industry requires through the integration of chemical engineering courses and real-life problems experienced through placement in industry. Since its inception in 1997, the program has produced nearly 260 graduates and over half of them are now working for leading companies in Thailand. In general, ChEPS graduates are highly sought after by industry. As part of a program review concentrating on student learning at placements, program effectiveness, and sustainability, Realistic Evaluation [Pawson & Tilley 1997, Realistic evaluation, Thousand Oaks, California: Sage] was used to evaluate the perspectives of key stakeholders: current students, alumni, university, placement sponsors, and subsequent employers. Through the RE framework, the paper illustrates how the placement contexts have impacts on program outcomes. An understanding of the contextual impacts could lead to a better understanding between the university and the placement, and the awareness of mentor teaching strategies.
Q-Index Code E1
Q-Index Status Confirmed Code
Institutional Status UQ

 
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Created: Thu, 08 Mar 2012, 15:59:06 EST by Lydia J Kavanagh on behalf of Faculty Of Engineering, Architecture & Info Tech