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www.fh-joanneum.atENGINEERING
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Institute for Applied Production Sciences
Curricular Elements of Work Integrated Higher EducationJohannes Haas,
FH JOANNEUM University of Applied Sciences, Institute for Applied Production SciencesGraz, [email protected]
www.fh-joanneum.atENGINEERING
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Institute for Applied Production Sciences
Content of Presentation1. Introduction to and History of Work Integrated
Education
2. Introduction to specific programmes at FH JOANNEUM
3. Innovation of Curriculum to meet Work Requirements
a. Example: How can we best prepare students for their entrance into the world of work?
b. Example: How can we support companies to include renewable energy and energy efficiency?
www.fh-joanneum.atENGINEERING
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Institute for Applied Production Sciences
Work and Education
> 100 000 BC 10 000 BC 1000 BC 1700 AD 1900 AD
Learning
Work Based Learning
Higher Education
Co-operative and Work Integrated Learning
Coop and Work Integrated Education
Challenges for HEI: Science – Nations – Industry - WWW
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Struggling for Positioning of Higher Education in Modern Societies
Flexible, individual learning
Massification
Labo
ur m
arke
t driv
en “Pure Education” / Personal D
evelopment
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Institute for Applied Production Sciences
Age: 18-22 23-27 >30
Stay at University because they do not
want a job
Go to University to find a Job
Go to University to find a better Job
Stay at University because they do not
find a Job
Go to University to not have to take a
Job
Stay at University to find a Job
Personal and System Failure / Crisis
Struggling for Labor Market Integration in Modern Societies
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Institute for Applied Production Sciences
The core elements of CWIE are the close and continuous cooperation between higher education and enterprises and their representatives, and a wide range of specific elements to integrate academic curricular and professional tasks and temporary employment to form a unique and individual educational system for each participating student.
Introduction to Cooperative and Work Integrated Education
David Kolb, 1974
Experiential Education / Learning Cycle
Work Study Rotation / Alternance / Dual Education
FH JOANNEUM – Production Technology and Organization
www.fh-joanneum.atENGINEERING
University Compan
y
PTO
What does „Cooperative and Work Integrated Education“ mean?
www.fh-joanneum.atENGINEERING
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PTO Diploma Program 2002 - 2014
150 CompaniesLongest Distance: 530 km (Swiss Border)
Largest Factory VOEST Alpine Linz with 10.000 employeesSmallest Factory Pink Solar Cooling with 10 employees
About 250 graduates in all possible positions6 successful partnerships for family succession
4 successful partnerships to support start up companies10 % female students – 15 % female graduates
Students from apprenticeship rising from 5 to 15 %40 % of students worked abroad25 % of students studied abroad
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Institute for Applied Production Sciences
Aim & Methods
The projects aim was to understand how the student view their first COOP- period and to use findings for curriculum development.
85 (three cohorts 2011 – 2013) 2nd semester students list their highest priorities for personal learning during their first work term with the future employer (Assessment Instrument from: Cates, C. and Cederkreutz, K., Leveraging Cooperative Education to guide Curricular Innovation, University of Cincinnati, 2008).
Students and teacher analyzed the results together in the course “Reflection of Professional Practice”.
Using reflection of work place requirements to start a continuous improvement process for the curriculum
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Institute for Applied Production Sciences
LEARNING OBJECTIVE
Speaks with clarity and confidenceWrites clearly and conciselyMakes effective presentationsExhibits good listening and questioning skillsEvaluates situations effectivelySolves problems / makes decisionsDemonstrates original and creative thinkingIdentifies and suggests new ideasLearns new material quicklyAccesses and applies specialized knowledgeApplies classroom learning to workplace situationsAssumes responsibility / accountable for actionsExhibits self-confidencePossesses honesty / integrity / personal ethicsShows initiative / is self-motivatedDemonstrates a positive attitude toward changeWorks effectively with othersUnderstands and contributes to the organization's goalsDemonstrates flexibility / adaptabilityFunctions well on multidisciplinary teamGives direction, guidance and trainingMotivates others to succeedManages conflict effectivelyUses technology, tools, instruments and informationUnderstands complex systems and their interrelationshipsUnderstands the technology of the disciplineDisplays the ability to design a component, system or processDemonstrates ability to design and conduct experimentsAnalyzes and interprets data efficientlyUnderstands and works within the culture of the groupRespects diversityRecognizes political and social implications of actionsManages projects and / or other resources effectivelySets goals and prioritizesManages several tasks at onceAllocates time to meet deadlinesProfessional toward work assignedQuality of work producedVolume of work producedAttendancePunctuality
I WORK CULTURE
JORGANIZATION
PLANNING
KEVALUATION OF WORK HABITS
F LEADERSHIP
G TECHNOLOGY
HDESIGN AND
EXPERIMENTAL SKILLS
CLEARNING /
THEORY AND PRACTICE
DPROFESSIONAL
QUALITIES
E TEAMWORK
CATEGORY
A COMMUNICATION
BCONCEPTUAL AND
ANALYTICAL ABILITY
71 %
68 %
64 %
46 %
46 %
43 %
32 %
32 %
32 %
39 %
36 %
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Institute for Applied Production Sciences
Ranking Learning Outcome Priority
1 Speaks with clarity and confidence 71%
2 Solves problems / makes decisions 68%
3 Manages conflict effectively 64%
4Manages projects and / or other resources effectively
46%
4 Quality of work produced 46%
6 Works effectively with others 43%
7 Shows initiative / is self-motivated 39%
8Accesses and applies specialized knowledge
36%
9Understands complex systems and their interrelationships
32%
9 Analyzes and interprets data efficiently 32%
9 Sets goals and prioritizes 32%
Personality development(Ranking 1-3)
Quality of work(Ranking 4-6)
Individual role as a knowledge broker(Ranking 7-9)
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Institute for Applied Production Sciences
Consequences for learning opportunities at the university
„Personality Development“- Regular 1st year courses: Presentation skills and problem solving competence.- Giving students responsibility throughout the entire application process.
„Quality of Work“- 1st year Project Management combined with challenging tasks.- Constant feedback for students on key engineering skills during the courses so
they enter the company with a realistic self image.- Clear communication and cooperation between university and companies on
defining the work to be expected by students at this stage.
„Individual Role as Knowledge Broker“- Students are supported in their role as „bridges“ and knowledge brokers (f.e.
through personal mentoring + additional activities by faculty).- Application of knowledge and interpretation of data in 1st year engineering.- Reflection of personal learning within work term reports and diaries.
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Institute for Applied Production Sciences
Conclusion
Students in their second semester of the coop program „Production Technology and Organization“ already have a clear perception of what „work integrated learning“ will mean for them during the upcoming first work term at the coop employer.
By selecting from a list of criteria of professional competences students place highest emphasis on personality development, followed by work quality and their role as experts with a university background to generate new knowledge for their companies.
Translating these findings into curricular activities and organizational practices yields the following recommendations:- Start early with course design and assignments that reflect and train key
competencies needed for a good start in the company.- Provide support and mentoring for students in their role as mediators between
company and university. This should be an ongoing partnership starting with the application process and following through until a final thesis or project.
- Constant personal and team reflection is a key to actual „integration“ of work and study and helps make the most not only of personal experiences but also of the variety of specific situation encountered by students of one cohort.
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Institute for Applied Production Sciences
A successful Strategy to Overcome Obstacles forthe Use of Renewable Energy Technologies in Industry
- R&D Projects- New
Course Content
- New Courses
- New Degree Program
- New Labs
Cooperative Education -
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Institute for Applied Production Sciences
Current Situation
Success factors (and therefore Bottlenecks) for Industry (and especially SME) Action on Energy Efficiency and Renewable Energy Technologies
1. Short Return-Of-Investment (RoI) Times (the easy measures were implemented long ago, now come the tricky issues)
2. Somebody important (preferably the head of production) really cares
3. Essential Facts and Figures (needed to meet above goals)
4. Time (f.e. to collect information for above and to meet colleagues in similar situations or other branches of industry)
5. In-House Skills and Knowledge (for project design and decision making)
6. „Hands-on Partners“ in R&D and Universities who are willing to act quickly and strictly and on behalf of the company (instead of aiming for large projects and / or publications)
7. All acquired knowledge stays in the company and is available for continuous improvement
8. Any activities towards sustainable engineering are streamlined into every day operation and well mastered organizational practice
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www.fh-joanneum.atENGINEERINGInstitute for Applied Production Sciences
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District Heat
Biogas
Evaporation Losses
Not accounted for
Production
Heating
Brewing Process
Waste Heat
District Heat (Biomass)
Miscellaneous
Brewery Goess (Heineken „Green Brewery“ Benchmark – Flow Chart „Heat“
Johannes Eregger, Diploma Thesis 2011
Student Project – Best Practice
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Institute for Applied Production Sciences
Brewery Goess (Heineken „Green Brewery“ Benchmark – Hotwater Measuring Sytem)
Student Project – Best Practice
Johannes Eregger, Diploma Thesis 2011
District Heat
Brewing Process
Hot Water Tanks
New Meter
New Measurement Postion
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Institute for Applied Production Sciences
„From student learning to company innovation“ – Success factors• Explore any possibility to include industry in a durable partnership:
Advantage of multiple co-op rotations in the same company or successive students working on the same problem
• Make innovation and technology transfer a main goal and outcome of placements: Many details will follow naturally (Who? What? How? Which university?)
• View and challenge students in their role as „knowledge dealers“ between university and company: This would also help with several of the more complicated tasks of university (like triggering research interest in students and attracting faculty experts)
• Facilitate constant „reflection-on-doing“ for all people involved: Student, faculty and company supervisor, from project planning to reporting, include questions oriented towards global, future and innovative issues
• And finally: This is a special and attractive opportunity for SMEs – a single student can already make a decisive difference!
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Thank you for your attention!I hope PRAXIS continues to be a facilitator for university – industry cooperation towards a sustainable future.