Factors to be considered in replacing the traditional engineering curriculum approach by an undergraduate work-based learning approach

The paper reviews the traditional subject/module-based approach to undergraduate engineering programmes and considers the desirable and undesirable features of this approach as the continuing model for the future. An analysis of the undergraduate work-based model highlights the desirable and undesirable features of this type of approach. The paper discusses in particular the differences in knowledge transfer provided by the two different approaches and concludes that the knowledge push of the traditional model, compared to the knowledge pull of the work-based model, is the essential difference in approach. The work-based model underpins a paradigm change to knowledge transfer at the undergraduate level. It is shown that both approaches are liable to be required as a future portfolio for engineering according to the requirements of students, employees and the professional accreditation institutions. It is also shown that a hybrid approach could equally provide a way forward using the most desirable attributes of each separate approach. The paper concludes that there is a growing role for an undergraduate work-based learning approach, and a hybrid approach using both approaches, alongside the more traditional subject/module-based teaching model.