Industry Perspectives on Project-Based Learning as a Form of Work-Integrated Learning in Science

Sagal Ahmed; Lara Grollo; Daniel Czech

doi:10.21153/jtlge2024vol15no1art1879

Authors

Sagal Ahmed School of BioSciences, Faculty of Science, University of Melbourne, Parkville VIC 3052
Lara Grollo School of BioSciences, Faculty of Science, University of Melbourne https://orcid.org/0000-0003-0059-979X
Daniel Czech School of BioSciences, Faculty of Science, University of Melbourne, Parkville VIC 3052 https://orcid.org/0000-0002-6240-9165

DOI:

https://doi.org/10.21153/jtlge2024vol15no1art1879

Abstract

Growing concerns about the employability of science graduates has led most Australian higher education providers to incorporate work-integrated learning (WIL) into their science curricula. Project-based learning (PjBL) is a student-centred approach to learning that focuses on the application of discipline specific skills and knowledge in real-world contexts. While a large body of research exists exploring PjBL frameworks and theories related to student experience, research into industry perspectives and viewpoints is limited. This study aimed to determine the views of industry professionals on PjBL as a form of WIL, and to ascertain whether industry professionals consider PjBL effective for the development of desirable graduate skills. The perspectives of industry partners were canvased through a mixed-methods approach comprising surveys and interviews. Participants (n=18) were asked to indicate their opinions regarding development of graduate skills through PjBL generally and in relation to two authentic examples of PjBL in WIL. The results of this study indicate that industry partners preferred longer-term, workplace-integrated industry projects for developing graduate skills and preparing graduates for the workforce. Industry partners interviewed generally exhibited positive views of PjBL, identifying students’ attitudes and communication skills as beneficial factors. Some industry partners indicated current graduate programs where insufficient in preparing students for employment. These results highlight the importance workplace integration in successful implementation of PjBL as a form of WIL, and the need for stronger collaboration between employers and academia to correct the current misalignment between graduate skills and industry requirements.

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Author Biographies

Sagal Ahmed, School of BioSciences, Faculty of Science, University of Melbourne, Parkville VIC 3052

Sagal Ahmed is an emerging STEM educational researcher. Sagal is currently completing a Master of Biotechnology at The University of Melbourne and has a special interest in how graduate employability can be improved.
Lara Grollo, School of BioSciences, Faculty of Science, University of Melbourne

Dr. Lara Grollo is a lifelong scientist and a philanthropist who merges her academic passion with her charitable pursuits. Lara is currently a Senior Lecturer teaching specialist in the School of BioSciences at the University of Melbourne teaching into the undergraduate and postgraduate programs in Science. Lara’s research focuses on evaluating ways toassist student progression, retention, academic success, and completion rates in the field of tertiary science, specifically in biosciences.
Daniel Czech, School of BioSciences, Faculty of Science, University of Melbourne, Parkville VIC 3052

Dr. Daniel Czech is a teaching specialist within the School of BioSciences. Daniel supports learning and teaching within the Masters of Biotechnology and bioscience related undergraduate programs. Daniel is a specialist in bioscience higher education pedagogy and scholarship. Daniel is passionate about driving greater involvement of industry in higher education. Daniel's research interests lie at the intersection of bioscience education and employability.

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