Introduction international conference elgic 2014
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
21-24
2014
23
A case study of work integrated learning for science and engineering undergraduates at KMUTT
ChotikaViriyarattanasak
Food Engineering Practice School, Department of Food Engineering, Faculty of Engineering, King Mongkut’s University of Technology Thonburi
126 Pracha u-tid Road, Tungkru, Bangkok 10140, Thailand chotikav.kmuttgmail.com
ThanapaKijpinyopong
Promoting and Supporting Office for Work-integrated Learning WiL, Learning Institute, King Mongkut’s University of Technology Thonburi
126 Pracha u-tid Road, Tungkru, Bangkok 10140, Thailand thanapa.kijkmutt.ac.th
PapapitHirunsirisawat
Promoting and Supporting Office for Work-integrated Learning WiL, Learning Institute, King Mongkut’s University of Technology Thonburi
126 Pracha u-tid Road, Tungkru, Bangkok 10140, Thailand papapit.ingkmutt.ac.th
PrapassornWongdee
Department of Educational Communications and Technology, Faculty of Industrial Education and Technology,King Mongkut’s University of Technology Thonburi
126 Pracha u-tid Road, Tungkru, Bangkok 10140, Thailand prapassorn.wonkmutt.ac.th
MontiraNopharatana
Food Engineering Practice School, Department of Food Engineering, Faculty of Engineering, King Mongkut’s University of Technology Thonburi
126 Pracha u-tid Road, Tungkru, Bangkok 10140, Thailand montira.nopkmutt.ac.th
Abstract This study reported the new model of Work
Integrated Learning WIL programs for science and engineering undergraduates at King Mongkut’s
University of Technology Thonburi KMUTT. The objectives of this new WIL program were to enhance
student soft skills required in an industry and to provide knowledge transfer between KMUTT and an
industry. This WIL program differed from other industrial trainings, such as internships and co-
operative education programs in that the program places emphasis on an intensive selection of industrial
problems and project-based learning during industrial training. Prior to a training session at the industry
placement, the students spent one week for training in working skills including presentation and teamwork
skills. At the placement, the students spent at least four months working in a team for solving industrial
problems under the supervision of placement engineers, university advisors, and facilitators
assigned to work full-time at the placement for training and evaluating the students in soft skills. In
order to assess the achievement of this new WIL model, an evaluation of the students’ soft skills was
performed during the industrial training. Moreover, the impact of the students’ project on economic and
academic aspects was evaluated by the placement director.
Keywords:Work Integrated Learning,project-based learning, facilitator, undergraduates