Using communities of practice to investigate work-integrated learning in engineering education: a grounded theory approach

Author:

Diaz Brayan,Delgado Cesar,Han Kevin,Lynch Collin

Funder

National Science Foundation

Publisher

Springer Science and Business Media LLC

Reference77 articles.

1. ABET Engineering Accreditation Commission. (2014). Criteria for accrediting engineering programs: Effective for reviews during the 2015-2016 accreditation cycle. ABET. Retrieved from http://www.abet.org/wp-content/uploads/2015/05/E001-15-16-EAC-Criteria-03-10-15.pdf

2. Ajjawi, R., Tai, J., Huu Nghia, T. L., Boud, D., Johnson, L., & Patrick, C.-J. (2020). Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context. Assessment & Evaluation in Higher Education, 45(2), 304–316. https://doi.org/10.1080/02602938.2019.1639613

3. Allan, H., & Evans, K. (2019). Reintegrating theory and practice in nursing (pp. 130–147). Routledge International Handbook of Nurse Education.

4. Atkinson, H., & Pennington, M. (2012). Unemployment of engineering graduates: The key issues. Engineering Education, 7(2), 7–15. https://doi.org/10.11120/ened.2012.07020007

5. Australian Government Tertiary Education Quality and Standards Agency (TESQA). (2022). Guidance Note: Work Integrated Learning. Edited by Australian Government Tertiary Education Quality and Standards Agency (TESQA). Australian Government.

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