Pedagogy for the Integration of

Work-based Learning in

Undergraduate Design Programme:

A Participatory Design Model

Wong Shaw Chiang & Tan Wee Chuen

The authors would like to express their gratitude

to the industry stakeholders, Raffles University

Iskandar and students who have agreed to share

their work in this paper.

Acknowledgment

Typical teaching and learning

approach applied by most design

programmes in the university?

Lecturer

as source of

information

Students do /

present their works

in University

Students solve

problems / project brief

given by the lecturer

Lecturer as client

/ instructor-

centred

Typical teaching and learning

approach applied by most design

programmes in the university?

THE DILEMMA learning is not the consequences of

teaching?

Many graduates do not have the

skills and qualifications which match

the requirements of the industry.

(Moha

mad

Idham

Md

Razak

et al.,

2014;

Zaliza

Hanapi

&

Mohd

Safarin

Nordin,

2014)

UNIVERSITY

Level

INDUSTRY

Level

Problem-solving

Critical Thinking

Creative Thinking

Management

Leadership

Communication

(Che Mohd Zulkifli Che Omar & Shanmuganathan Rajoo, 2016; Zaliza Hanapi &

Mohd Safarin Nordin, 2014)

UNIVERSITY

Level

INDUSTRY

Level

CURRICULUM LEARNING OUTCOMES

pedagogical process

is an experience-

based learning that

engages students in

experiencing the

work role through

undertaking the

work-based project,

the production of

goods and services

while achieving the

learning outcomes.

(MQA,

2015;

Sweet,

2013;

Lemanski,

Mewis &

Overton,

2011)

Work-based

Learning…

CURRICULUM LEARNING OUTCOMES

pedagogical process

work-based learning

Participatory design

process as applied to

the project.

“NEW” student-stakeholder interaction

based on a cooperative process

Students presented

their initial research

findings, idea, and

solution to the

industry stakeholders

at their workplace.

Student produced

the proposed

solution manually.

Feedback from industry

stakeholder during sharing

session.

Project facilitator conducts

supporting T&L activities to equip

students with the relevant

knowledge and practical skills

Students constantly engage

with industry stakeholders at their

workplace where the learning

occurs

Students deal with real

problems that identified

collaboratively with industry

stakeholders

Project facilitator provides

guidance and motivation to the

students in working with the

stakeholders

Pedagogy for integration of work-

based learning?

Reflective Journal

Participatory design

process as applied to

the project.

Che Mohd Zulkifli Che Omar and Shanmuganathan Rajoo (2016). Unemployment among graduates in

Malaysia. International Journal of Economics, Commerce and Management. IV(8). 367-374.

Fuller, A. (2003). Participative learning through the work-based route: from apprenticeship to part-time

higher education. Symposium on “Higher Education and the Work-based route”. Eurpean Association for

Research in to Learning and Instruction Conference held at the University of Padua, Italy.

Gardien, P., Djajadiningrat, T., Hummels, C., & Brombacher, A. (2014). Changing your hammer: The

implications of paradigmatic innovation for design practice. International Journal of Design, 8(2), 119-139.

Lemanski, T., Mewis, R. & Overton, T. (2011). An Introduction to Work-based Learning. Hull: UK Physical Science

Centre, University of Hull

Mohamad Idham Md Razak, Asliza Mohd Yusof, Wan Nor Syazana, Wan Effa Jaafar and Adi Hakim Talib (2014).

Factors influencing unemployment among Graduates in Malaysia - An overview. Journal of Economics

and Sustainable Development. 5(11). 168-173

MQA (2015). Guidelines to Good Practices: Work based learning. PJ: Malaysian Qualifications Agency

Sweet, R. (2013). Work-based learning: Why? How. In UNESCO-UNEVOC-Revisiting global trends in TVET (pp.

164-202). Retrieved from: http://www.unevoc.unesco.org/fileadmin/up/2013_epub_ revisiting_

global_trends_in_tvet_chapter5.pdf

Zaliza Hanapi, and Mohd Safarin Nordin (2014). Unemployment among Malaysia graduates: Graduates’

attributes, lecturers’ competency and quality of education. Procedia-Social and Behavioral Sciences,

112(2014), 1056-1063.

References