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Page 42 The aim of capstone projects is to give students significant, professionally-focused learning experiences in their final year of study. They provide real-world activities and challenges to be addressed within a supportive, collaborative environment. Often, projects are sourced from business or the wider community (including through advertised competitions and research tasks). Alternatively, they can be based on internal project briefs that are sometimes student-devised. Students undertaking capstone projects are encouraged to identify their personal strengths, develop project management, teamwork and personal skills, and apply their learning in an authentic context. Thus, the projects should foster graduate attributes, enhance curriculum vitae, and help prepare students for successful employment, career and further study post-graduation. Capstone projects have long characterised design, engineering, IT and science programs, and they are being extended to other disciplines. As of December 2007, all discipline areas have at least accredited (and often trialled) capstone project units, and a year-long study of student perspectives indicates such units to be popular and effective in terms of both disciplinerelated learning and the development of the graduate attributes and generic skills. Based on 2007 Student Feedback on Units Survey data (Sections 3.6 & 4.9), mean student satisfaction with project units (4.8) is greater than for units generally (4.6). Cooperative education Cooperative education at Swinburne combines learning in the classroom with learning on the job, and the workplace provides an ‘authentic’ learning environment. Eligible students put their academic knowledge into action through relevant (and usually paid) work experience in business and community settings, then bring the skills and insights acquired back to the classroom to inform their future study. Thus, cooperative education programs establish and sustain relationships between the University, employers and students, and contribute significantly to the Professional Learning Model and the outcomes sought by stakeholders. The Cooperative Education Office within the Higher Education Divisional Office is responsible for the strategic management of cooperative education. The former was established in 2006, replacing the former Office of Industry Liaison, and given a brief to integrate professional placements more firmly into the curriculum. Operational management rests with the faculties, and faculty representatives meet regularly as part of the University’s Cooperative Education Network and Cooperative Education Coordination Committee. Largely as a result of this activity, the University currently has three main approaches to cooperative education: w industry-based learning (IBL), the subject of a commendation in Swinburne’s cycle 1 audit, which sees undergraduates undertaking a full-time paid placement in industry for six or 12 months in a relevant discipline area w industry placement (IP), wherein Design students work in industry 4 days/week with 1 day/week of supported learning in the University’s studios w a Bachelor of Information Technology (BIT) program wherein scholarship students undertake two industry placements over their three years of study
Swinburne University of Technology Cycle 2 AUQA audit portfolio Page 43 The IBL program is the largest of these schemes. With a history at Swinburne of more than 40 years, it has high participation levels – particularly in engineering and IT (Table 4.5). This was boosted further in 2006 through the introduction of sponsored IBL scholarships. In all, 129 IBL scholarships were offered in 2006, and 90 in 2007. Table 4.5 – Work experience in industry, 2004 – 2007 1 Selected fields of education 1, 2 Students (n) participating in work experience in industry 2004 2005 2006 2007 Architecture & Building 1 - 8 6 Creative Arts 36 48 47 Engineering 246 165 222 188 Health 18 12 15 16 Information Technology 145 79 99 104 Management/Commerce 93 88 102 141 Natural/Physical Sciences 18 22 27 22 Society & Culture - 6 2 5 All fields 557 372 523 529 1 Work experience in industry (WEI) is a DEEWR category of cooperative education. The data also include Faculty of Design industry placements. 2 Business practice issues following a changed interpretation of WEI with the introduction of HESA in 2005 led to under-reported WEI in that year. The real figure was c. 540. Participating students express great satisfaction with the IBL program (Table 4.6), and GDS data confirm that participation increases the chances of achieving full-time employment postgraduation (Table 4.7). Thus, there are compelling reasons for expanding IBL and other forms of cooperative education. Table 4.6 – Host and participant satisfaction with the IBL program, 2004 – 2006 Aspect of IBL program Respondent group % satisfied (from survey data) 2004 2005 2006 Overall satisfaction Hosts 96 95 84 Students 94 93 91 Placement process Hosts 86 81 73 Support from Swinburne during placement Students 83 79 76 Hosts 78 71 64 Students 68 63 61 Support from host Students 92 90 88 Professional growth Students 99 94 90 Level of work Students n/a 84 88 Academic preparation Students n/a 76 73 Swinburne supervisor visits Students n/a n/a 67 Job-seeking preparation Students n/a n/a 83
Page 1 and 2: Cycle 2 AUQA audit portfolio Februa
Page 3: Swinburne University of Technology
Page 6 and 7: Page 2 1.2 Scope of the cycle 2 aud
Page 8 and 9: Page 4
Page 10 and 11: Page 6 Further sources 2008-2010 Un
Page 12 and 13: Page 8 2.4 Campuses Swinburne opera
Page 14 and 15: Page 10 Creative Arts Engineering I
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Page 18 and 19: Page 14 3.2 Swinburne’s approach
Page 20 and 21: Page 16 Academic Policy and Plannin
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Page 24 and 25: Page 20 Further sources Risk Manage
Page 26 and 27: Page 22 Further sources Benchmarkin
Page 28 and 29: Page 24 Priorities for action 21. D
Page 30 and 31: Page 26 Priorities for action 25. E
Page 32 and 33: Page 28 Through Curriculum Framewor
Page 34 and 35: Page 30 Priorities for action 27. D
Page 36 and 37: Page 32 Further sources Accreditati
Page 38 and 39: Page 34 Priorities for action 30. U
Page 40 and 41: Page 36 Further sources Flexible Ac
Page 42 and 43: Page 38 Further sources Graduate at
Page 44 and 45: Page 40 Further sources Careers in
Page 48 and 49: Page 44 Priorities for action 38. R
Page 50 and 51: Page 46 Further sources Pathways Di
Page 52 and 53: Page 48 Generally, articulants from
Page 54 and 55: Page 50 4.8 Infrastructure During 2
Page 56 and 57: Page 52 4.9 Summary of outcomes The
Page 58 and 59: Page 54 % good Teaching Scale gradu
Page 60 and 61: Page 56 employment outcomes Based o
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Page 64 and 65: Page 60 5.2 Managing internationali
Page 66 and 67: Page 62 5.3 International students
Page 68 and 69: Page 64 non-academic experience of
Page 70 and 71: Page 66 Priorities for action 51. O
Page 72 and 73: Page 68 Table 5.4 - % progression o
Page 74 and 75: Page 70 Priorities for action 59. I
Page 76 and 77: Page 72 As a private, government-li
Page 78 and 79: Page 74 Further sources Sarawak QA
Page 80 and 81: Page 76 Priorities for action 61. E
Page 82 and 83: Page 78 Further sources SILC Framew
Page 84 and 85: Page 80 5.6 Student mobility progra
Page 86 and 87: Page 82 Priorities for action 68. C
Page 88 and 89: Page 84 Currently, Swinburne Resear
Page 90 and 91: Page 86 Table 5.20 - International
Page 92 and 93: Page 88 5.8 Internationalisation of
Page 94 and 95: Page 90 5.9 Professional developmen
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Page 96 Appendix Table 3 - List of
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