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Industry Based Learning and Work Integrated Learning Project

Monsalvat

Industry Based Learning (IBL) and Work Integrated Learning (WIL) are programs offered at Swinburne University, Lilydale, that provide students with workplace experience and exposure.

IBL is a program whereby students can select to undertake a full time paid industry placement, in a field relating to their area of study. It is undertaken in the third year of a degree and may be either a six-month or twelve-month placement.

WIL is an actual subject (ie. students complete unpaid work) that requires students to complete a project nominated by an organisation. WIL allows students to work in industry without extending the duration of their degree.

Project Aims

  1. To describe student perceptions of the academic value of (IBL and WIL), use student perception of the program and process in order to inform future program development and assist in identifying the potential for transferring the benefits attained to non IBL and non WIL students.
  2. To contribute data and analysis to the overall higher education and workplace learning project.

Methodology

Two focus groups were held, for both past IBL and past WIL students and telephone surveys undertaken. The outcomes of these activities directed the structure and content of surveys. posted to all 1998, 1999 and semester two 2000 IBL and WIL participants. From 29 surveys the IBL response rate was 62% (18 returned), from 55 WIL surveys the WIL response rate was 63% (35 returned), in total the response rate was 63%.

The area of perceived improvement in academic performance was benchmarked against actual academic performance. With the cohort of 1998 and 1999 IBL and WIL students, their academic performance was benchmarked against a control group of non-IBL and non-WIL students with comparable grade averages.

Outcomes

The project was able to describe a range of benefits attributed to work related learning by students, confirming the findings of the literature review. Student response also contributed to the ongoing development of both IBL and WIL programs. The findings observe a correlation between improved academic performance and involvement in WIL.