Implementation of embedded work integrated learning in mechanical engineering courses at Western Sydney University

![CDATA[This exploratory study seeks to prompt discussions about strategic decision-making surrounding the implementation of Work Integrated Learning (WIL) in mechanical engineering education at Western Sydney University (WSU). The aim of engineering curriculum at WSU is to graduate students with competencies required for an engineer in Australia. The program is also aspiring to develop graduate knowledge, skills and capabilities known to be in high demand for success in the future of work and society. In present study, effective WIL programs in engineering and STEM in Australian context are reviewed. Practical limitations and challenges of implementation of WIL at WSU are identified by conducting interviews with different stakeholders. This investigation suggests that embedding WIL activities in teaching from first year is more effective that limiting WIL to industry placement in the third or fourth year. This study also suggests that including activities such as projects in collaborations with industrial partners in mocked work environment and entrepreneurship training in engineering curricula could have higher impacts in achieving learning outcomes of the courses compare to more common practices, such as field trip and guest speakers. Units with WIL elements in mechanical engineering are further identified, evaluated and trial plan are made to improve the embedded WIL in mechanical engineering discipline.]]