title: Learning linkages between projects and work placements in engineering education

authors: Joseph Thomas, Siju

subjects: Work-integrated learning

abstract: This research study investigated the combined learning linkages of engineering projects (Problem-Based Learning [PBL]) and work placements (Work-Integrated Learning [WIL]) in engineering education in New Zealand. The learning process of both approaches was analysed based on the development of engineering knowledge, technical, and non-technical skills (collectively employability skills) in students. This research is aligned with theories of constructionism and sociocultural theory to understand learners’ engagement in WIL and PBL as building knowledge through social interactions in classroom and work settings. Constructionism is a learning theory that puts importance on active knowledge construction by learners engaged in hands-on experiential learning activities. In this study, WIL and PBL are the hands-on experiential learning activities that aid in construction of engineering knowledge and skills of students through hands-on engineering practice. Sociocultural learning theory informs this study, as WIL and PBL can be considered approaches where learning happens as a social process, within a community of practise, where people are engaged in an activity, in a socially and culturally structured work environment.
In this thesis, the PBL was engineering applied projects and WIL was work placements. Data collection occurred from five cohorts across different stages of their study by conducting online surveys, individual interview transcripts, document analysis, and direct observations. Investigation into classroom learning also provided students insight into fundamental engineering concepts/theories via lectures and tutorials.

The engineering projects assisted students’ ability to relate theory with practise and the ability to relate and understand previously developed engineering knowledge embedded in the project’s problem statement. Additionally, engineering projects were primarily interdisciplinary across engineering, which aided in developing additional engineering knowledge. Students also acquired technical skills such as problem- solving, critical thinking, design and manufacturing abilities, 3D drawing skills, 3D software skills, tools/machinery experiences, and non-technical skills like teamwork, communication, and interpersonal skills. The learning from engineering projects was then applied to students’ classroom learning and work placements. Learning from the classroom became the knowledge background for students, who then applied it to their future engineering projects.
In work placements, students worked in an authentic work environment, allowing them to engage with authentic practise and develop professional skills. Students drew on their previous learnings from classroom and engineering projects through engineering practise. As work placements were interdisciplinary, they aided in developing additional engineering knowledge. In addition, work experience via industrial projects helped students gain and develop other non-technical skills such as time management, planning, and organising skills, project management, engineering work culture, work experience, work ethics, and professionalism. These findings suggested underlying learning linkages between engineering projects and work placements.

Additionally, in this study, professional skills are used in place of employability skills. In general, all technical and non-technical skills may be commonly considered as employability skills, which are essential skills that make graduates employable. Employability skills is the common term used in WIL literature (Batholmeus & Pop, 2017; Jackson, 2013; Kilpatrick et al., 2021). Whereas, professional skills can be considered as specific profession related technical and non-technical skills, which may be different depending upon different type of workplace, while employability skills are a broad term, which may include professional skills in it. As students do different mechanical engineering work placements, so they develop different professional skills which may be different depending upon type of work placement.

This study concludes that there are aspects of sequencing of scaffolding and complementary learning support between engineering projects and work placements. Engineering projects are placed before work placements to enable sequence of scaffolding of engineering knowledge and skills (technical and non-technical). Additionally, engineering projects provide new knowledge outside classroom learning, thereby, complementing classroom learning. Work placements builds on classroom and engineering projects learning as well as workplace acumen. Work placements are designed to complement projects and, through opportunities to practise in authentic work environments, may also develop employability skills. Therefore, the research findings present recommendations for engineering lecturers and WIL educators to emphasise individual learning outcomes and learning linkages between engineering projects and work placements, which may help enhance students’ understanding of engineering knowledge and engineering practise.

text: Learning linkages between projects and work placements in engineering education This research study investigated the combined learning linkages of engineering projects (Problem-Based Learning [PBL]) and work placements (Work-Integrated Learning [WIL]) in engineering education in New Zealand. The learning process of both approaches was analysed based on the development of engineering knowledge, technical, and non-technical skills (collectively employability skills) in students. This research is aligned with theories of constructionism and sociocultural theory to understand learners’ engagement in WIL and PBL as building knowledge through social interactions in classroom and work settings. Constructionism is a learning theory that puts importance on active knowledge construction by learners engaged in hands-on experiential learning activities. In this study, WIL and PBL are the hands-on experiential learning activities that aid in construction of engineering knowledge and skills of students through hands-on engineering practice. Sociocultural learning theory informs this study, as WIL and PBL can be considered approaches where learning happens as a social process, within a community of practise, where people are engaged in an activity, in a socially and culturally structured work environment.
In this thesis, the PBL was engineering applied projects and WIL was work placements. Data collection occurred from five cohorts across different stages of their study by conducting online surveys, individual interview transcripts, document analysis, and direct observations. Investigation into classroom learning also provided students insight into fundamental engineering concepts/theories via lectures and tutorials.

The engineering projects assisted students’ ability to relate theory with practise and the ability to relate and understand previously developed engineering knowledge embedded in the project’s problem statement. Additionally, engineering projects were primarily interdisciplinary across engineering, which aided in developing additional engineering knowledge. Students also acquired technical skills such as problem- solving, critical thinking, design and manufacturing abilities, 3D drawing skills, 3D software skills, tools/machinery experiences, and non-technical skills like teamwork, communication, and interpersonal skills. The learning from engineering projects was then applied to students’ classroom learning and work placements. Learning from the classroom became the knowledge background for students, who then applied it to their future engineering projects.
In work placements, students worked in an authentic work environment, allowing them to engage with authentic practise and develop professional skills. Students drew on their previous learnings from classroom and engineering projects through engineering practise. As work placements were interdisciplinary, they aided in developing additional engineering knowledge. In addition, work experience via industrial projects helped students gain and develop other non-technical skills such as time management, planning, and organising skills, project management, engineering work culture, work experience, work ethics, and professionalism. These findings suggested underlying learning linkages between engineering projects and work placements.

Additionally, in this study, professional skills are used in place of employability skills. In general, all technical and non-technical skills may be commonly considered as employability skills, which are essential skills that make graduates employable. Employability skills is the common term used in WIL literature (Batholmeus & Pop, 2017; Jackson, 2013; Kilpatrick et al., 2021). Whereas, professional skills can be considered as specific profession related technical and non-technical skills, which may be different depending upon different type of workplace, while employability skills are a broad term, which may include professional skills in it. As students do different mechanical engineering work placements, so they develop different professional skills which may be different depending upon type of work placement.

This study concludes that there are aspects of sequencing of scaffolding and complementary learning support between engineering projects and work placements. Engineering projects are placed before work placements to enable sequence of scaffolding of engineering knowledge and skills (technical and non-technical). Additionally, engineering projects provide new knowledge outside classroom learning, thereby, complementing classroom learning. Work placements builds on classroom and engineering projects learning as well as workplace acumen. Work placements are designed to complement projects and, through opportunities to practise in authentic work environments, may also develop employability skills. Therefore, the research findings present recommendations for engineering lecturers and WIL educators to emphasise individual learning outcomes and learning linkages between engineering projects and work placements, which may help enhance students’ understanding of engineering knowledge and engineering practise.

year: 2023

title: The Control Points of Lactose Synthesis in the Lactating Ruminant

authors: Eichler, Stephen J.

abstract: It has been established that lactose is the major osmole in the milk of many mammalian species, and hence that the amount of water secreted is approximately proportional to the amount of lactose secreted. It is envisaged that reduction of the amount of lactose synthesised would allow a reduction of the amount of water in milk. 
This thesis studied the regulation of lactose synthesis in the mammary glands of goats by altering the flux of glucose and other intermediates of lactose synthesis. The consequent effects were determined by measuring the levels of various metabolites in milk. 
The mechanism of the reduction of milk yield brought about by twenty-four hour fasting in goats was explored by looking for perturbations in some of these parameters measured. Also, known differences between certain bovine genetic groups in water secretion were investigated by measurements in milk of trace metabolites involved in lactose synthesis. 
It was intended to further substantiate the paradigm that availability of glucose within mammary secretory cells of ruminants normally regulates lactose synthesis during midlactation. This widely held belief has not been supported by this research.

text: The Control Points of Lactose Synthesis in the Lactating Ruminant It has been established that lactose is the major osmole in the milk of many mammalian species, and hence that the amount of water secreted is approximately proportional to the amount of lactose secreted. It is envisaged that reduction of the amount of lactose synthesised would allow a reduction of the amount of water in milk. 
This thesis studied the regulation of lactose synthesis in the mammary glands of goats by altering the flux of glucose and other intermediates of lactose synthesis. The consequent effects were determined by measuring the levels of various metabolites in milk. 
The mechanism of the reduction of milk yield brought about by twenty-four hour fasting in goats was explored by looking for perturbations in some of these parameters measured. Also, known differences between certain bovine genetic groups in water secretion were investigated by measurements in milk of trace metabolites involved in lactose synthesis. 
It was intended to further substantiate the paradigm that availability of glucose within mammary secretory cells of ruminants normally regulates lactose synthesis during midlactation. This widely held belief has not been supported by this research.

year: 1993

title: Whanaungatanga: an illustration of the importance of cultural context

authors: McNatty, William

subjects: Te reo Māori

abstract: The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.

text: Whanaungatanga: an illustration of the importance of cultural context The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.

year: 2002-02