Seeking industry perspectives to enhance experiential education in university-industry partnerships: Going beyond mere assumptions

Work-integrated learning through industry-based placements characterizes a degree program launched by an Australian University (Deakin) in 2000: the Bachelor of Business Information Technology (Hons) [BBIT]. In this program, industry mentors are the nexus between the world of the university and the world of industry. However, in setting up and running such programs, tertiary educators tend to make fundamental assumptions about the level of commitment and understanding of these industry mentors, about how they will be selected and the skills they will be able to demonstrate and impart. A shared vision of what constitutes a satisfying placement cannot be taken for granted. These tacit assumptions underpin key elements of the BBIT program, such as the preparation of students for their placements, the Handbook that is provided for industry partners and the site visits made by academics. Research was undertaken in 2003/4 to test these assumptions, and to determine whether the support infrastructure the University places around the industry placements is optimal. In-depth interviews were held with 10 experienced industry sponsors/mentors and one member of the relevant professional body. Reflecting on the rich data generated, this paper seeks to provide some insight into whether assumptions regarding industry mentors and also what constitutes a satisfying placement, are supported. This leads to a consideration of implications for tertiary educators who are directing such segments of degree programs. The paper advocates research to take us beyond assumptions, claiming that the articulation of industry perspectives is instructive for all those involved: industry sponsors/mentors, tertiary educators, students and the industry more broadly, as students are prepared more effectively for their professional roles. (Asia-Pacific Journal of Cooperative Education, 2006, 7(2), 1-9).