Exploring the implications of work-integrated learning for mining engineering bachelor’s degree training in traditional research universities: a case of University of the Witwatersrand and University of Pretoria

Abstract

The level of industry-based experiences and the development of work-ready graduates has long been an issue of concern at universities. Rapidly evolving changes in the labour market have contributed to this concern, and there is now an increasing interest among universities in training industry- and work-ready graduates. This study focused on exploring effects of work-integrated learning (WIL) implementation concerning employability outcomes for mining engineering undergraduates at the University of the Witwatersrand and the University of Pretoria. This study builds on and contributes to the body of knowledge by arguing that work integrated learning has a great potential to enable universities to promote employability. Kolb’s experiential learning theory was employed as a theoretical foundation to explore work integrated learning activities. The study adopted a mixed-methods approach to collect data and to address the research questions. Data generation included semi-structured interviews with mining engineering lecturers, mining engineers, and workplace supervisors. The survey measured the work readiness of final year mining engineering undergraduates. The study analysed curriculum documents, including course outlines, syllabus, and vacation work documents. The study revealed that work integrated learning could improve the employability and work readiness of mining engineering undergraduates at the University of the Witwatersrand and the University of Pretoria. The study results suggest employability skills alignment required by the mining industry with the skills mining engineering students developed through work-integrated learning placements. The study identified factors influencing mining engineering students’ work readiness. These elements include comprehensive curriculum development, mining companies’ engagement in fostering theory-practice integration, effective assessment practices, sustainable mentorship, and adequate supervision. Integrating theory into practice in the mining engineering curriculum may enable graduates to acquire employability skills relevant to the mining field.