Getting bench scientists to the workbench

Abstract

In the Australian University sector today, the separation of the ‘world of work’ from formal education is becoming more artificial. Since the mid-eighties, the voices of Government and Employer bodies have combined to demand more workplace-relevant skills and attributes from university graduates (ACNielson, 1998, 1999; NBEET, 1992; Tomas, 1997). Variously referred to as generic skills, capabilities, key skills or graduate attributes, these include literacy, numeracy, computer skills, time management, written and oral communication, interpersonal skills, teamwork, leadership, creativity and problem solving (ACNielson, 1999) amongst others. Universities have responded, to a greater or lesser extent, by revisiting their curricula with the aim of integrating the development of such work-relevant skills and capabilities into their degree programs. A related response has been to establish or enhance already established industry-university linkages through research partnerships and work placement programs. A work integrated learning (WIL) program (cooperative education, work experience, internship) has the potential to assist students to develop these skills, and more. Student motivation, classroom learning and course completion are enhanced when a WIL program is implemented effectively, whilst at the same time students develop an awareness of the ‘world of work’, confirm or redirect career decision-making, and improve their job opportunities (NCCE, 2002). This paper explores the issues that need to be addressed in the sciences, before an effective WIL program can be developed so that all partners in the process can achieve useful outcomes.