A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

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Teaching in the disciplines
‘You can learn a lot easier from the people that are the same age as you . . . if
they’ve just grasped it then they can explain it in sort of easier terms than
the lecturer . . . you suddenly understand it when a minute before it was
difficult.’
For more information see http://www.mecheng.strath.ac.uk/tandl.asp.
(Professor Jim Boyle, Department of Mechanical Engineering,
University of Strathclyde)
Work-based learning
A work-based learning programme can be defined as a process for recognising, creating
and applying knowledge through, for and at work which forms part (credits) or all of a
higher education qualification (NEF, 2007).
Industrial placements
Work-based learning (WBL) is seen by the majority of university engineering
departments as learning for work. Typically, this includes WBL undertaken by full-time
undergraduate students as part of their degree course in the form of sandwich placements
and work experience modules. There are challenges for university lecturers in structuring
WBL into a taught degree programme, and in its assessment as part of the overall degree
assessment. Ideally a placement learning contract is established against a competence
assessment framework and in some cases the placement is credit bearing. The period of
work experience can vary from a few months to a whole year. The QAA’s Code on
placement learning provides a set of precepts, with accompanying guidance, on
arrangements for placement learning (QAA, 2001).
The vast majority of students will say that WBL activity has improved their generic and
personal transferable skills (e.g. multi-tasking, working under pressure, communication,
timekeeping, interpersonal and reflective skills). They also have the chance to use the
theory and apply it to real-life projects. Lecturers report that WBL is important in
improving student motivation, the generic skill set and specific engineering skills, and
this is recognised by employers when it comes to graduation (Engineering Subject Centre,
2005; NEF, 2007).
Key stages in a successful work placement scheme include:
• Finding the placement. Building and maintaining links with industry so as to be able
to offer students quality work experience takes a number of years, and many
engineering departments have dedicated staff with responsibility for this and
persuading employers about the potential business benefits of offering placements.
• Working in partnership – the company, the university, the student. A successful
partnership will develop if there are clear statements of responsibilities, set out