In the lead up to World Engineering Day for Sustainable Development on 4 March, three young engineers were featured in Engineers Australia social media posts along with the reason they chose to study engineering – Ellen Heath, Theo Vander Heyden and Jean Yap.
These students undertook our 2021 survey on engineering professional practice, providing valuable insight into student engagement with professional practice during tertiary qualifications. Their answers were the winning entries from a competition run to attract responses to the student survey.
Responses were collected from a diverse group of current students and graduates of engineering qualifications from Australian institutions. Some of the key findings from our preliminary analysis are below.
To supplement the student survey, we are now collecting the views of industry representatives on the participation of engineering students in tertiary work placements. The survey is open until Wednesday 31 March and takes about 20 minutes to complete.
Findings will assist our efforts to collectively improve student engagement with professional practice for both students and industry. Collaboration workshops with representatives from across industry and the tertiary sector, including engineering students, are being planned for later this year to share learnings from the surveys and generate ideas for improvements. This is likely to include building on Engineers Australia’s industry guidance on student work placements and development of additional resources that will be available on the Engineers Australia internship hub, due to launch in the coming weeks.
Preliminary findings of student survey
Results revealed that students devote substantial energy and time to the placement application process, with almost 50 per cent of respondents submitting up to five applications. Overall, respondents appeared satisfied with their placement experience, 75 percent agreed they felt a sense of belonging on placement. Nearly all reported they felt respected while on placement. There was agreement among respondents that their placements helped their development of professional skills, attitudes and attributes. They also agreed they were well supported during their professional orientation to the workplace.
A resonating theme in responses was the need for more meaningful coherence of the theory and workplace practices. Respondents perceived that the organisation of placements could improve from both the educational institutions and industries’ perspectives. Underpinning many of the challenges was the need to strengthen partnerships between institutions and industry, streamline communication, and ensure greater synergy with workplace and institutional learning.
Many respondents highlighted the importance of agency, self-awareness, motivation, engagement, and established career aspirations as a novice professional. While this may be innate in many students, it is an area of capacity building with the potential to be embedded in curriculum.
Students actively sought placements that aligned to the focus and content of their studies. They suggested the placement should not just be seen as a mandated requirement of the degree, but perceived as a rich learning experience and the catalyst for establishing valuable connections and creating career opportunities.
Given the often intimidating and daunting prospect of placement, improved support and extended preparation was deemed essential. Results indicated that experiences which prepare students for the workplace should be embedded across curriculum with progressive complexity – not just one-off discussions. There was also inconsistency in the quality and value of workplace supervisors and mentors. Those with engaged and supportive supervisors and mentors were highly appreciative of the positive impact and subsequent learning.
Isolation and the inability to be immersed in a workplace environment due to COVID appears to have had an impact on many placement experiences for respondents. Remuneration emerged as an issue for a small number of students however, lack of payment is a serious imposition for those students who require an income to survive and give up paid work to meet placement requirements.
Areas of concern that showed in responses focused on poor support, disengagement, lack of productive work, and negative cultures in industry. These responses indicated that industry organisations need more support and guidance from educational institutions, emphasising the importance of strengthened partnerships.
Engineers Australia wishes to acknowledge the efforts of the Student Practicum Working Group members in developing and producing the surveys.
Further analysis of the student survey data is underway, along with the outline plans for the collaboration workshops. If you are interested in attending the workshops, contact [email protected]