Work-Integrated Learning: Good Practice Guide - CHE

6.2.3 Partnerships for project-based learning
PJBL has considerable potential for advanced student learning and for solving ‘real life’ problems in
workplaces. PJBL is appropriate for more senior students who, with the support of university teachers,
address a real workplace problem, or assist a community in need, using knowledge and skills gained in their
course of study. there are extensive resources for initiating, building and maintaining community-based
partnerships in the cHE guide on Service-learning in the curriculum (2006).
Role of the internal/academic partners
In PJBL, the university teacher takes on the role of a professional consultant. the university teacher usually
plays a significant role in addressing the workplace problem or need. Students will take on a professional
identity, which is an important aspect of their development as they learn to deal with clients in a professional
manner. the university teacher should model professional conduct at all time, but this should be explicit in
PJBL. the academic partners thus:
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Step 5: the university teacher returns the case study to the council representative for approval and
invites further comment and participation to cement the work/academic relationship.
Step 6: the students are introduced to the cases as real situations. Students work on the case study and
come up with certain solutions. the academic solutions are matched to real work ones. Students may
ask the question ‘How can my solutions be altered to better match the real ones ‘ or ‘How can I extend
on and improve on the real solutions?’ the problem is real and involves real workplace competencies;
it is to be hoped that students will therefore want to do it, or will perhaps see it as indispensable for
their future ability to work successfully.
Step 7: After completing the case, students rework their cVs to show learning from the case (for
example their ability to solve societal problems). Students benefit in different ways from doing the
exercise.
HEQF (equivalent): Level 7
Resources: there was time invested in meeting with the local council representative, obtaining
feedback, and so on.
Source: garraway, 2005.
• Assume a professional identity, and explain issues in professionalism;
• Act as consultants;
• Supervise the students engaged in the project;
• Ensure that the students meet regularly with their ‘clients’;
• Monitor the progress of the project;
• Assess the final product or process, in collaboration with the professional partner.
Role of the external/professional partners
Workplace partners play a major role in PJBL. they identify a particular need or area of work that requires
development and, in collaboration with the academic partners, define and shape the work so that there is a
match between workplace requirements and the academic programme. their role is to:
Work-Integrated Learning: Good Practice Guide