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JOURNAL OF TECHNICAL EDUCATION AND TRAINING VOL. 15 NO. 04(2023) 146-156
© Universiti Tun Hussein Onn Malaysia Publisher’s Office
JTET
http://penerbit.uthm.edu.my/ojs/index.php/jtet
ISSN 2229-8932 e-ISSN 2600-7932
Journal of
Technical
Education and
Training
*Corresponding author: elecpnt@rmutl.ac.th
2023 UTHM Publisher. All rights reserved.
penerbit.uthm.edu.my/ojs/index.php/jtet
Transforming Industrial Engineering Education: Introducing
the CWILE Model for Work-Integrated Learning in the Digital
Age
Parida Jewpanya1, Pinit Nuangpirom2,* , Siwasit Pitjamit1 , Pakpoom
Jaichomphu1 , Kitchar Chaithanul2 and Suwannee Sriyab1
1Rajamangala University of Technology Lanna, Tak, 63000, THAILAND
2 Rajamangala University of Technology Lanna, Chiang Mai, 50300, THAILAND
*Corresponding Author
DOI: https://doi.org/10.30880/jtet.0000.00.00.000
Received 13th August 2023; Accepted 5th December 2023; Available online 31st December 2023
1. Introduction
The national education management policy of the Thai government is to increase educational opportunities and equality
for Thai people (Education, 2017). Educational institutes and authorities must produce high-performing graduates who
are experts in the specific field and ready for the industry's requirements. Moreover, educational institutes should produce
and develop capable manpower to support the country's development by cooperating with the private sector to promote
educational management, bilateral education, and work-integrated learning (WIL) to obtain the required
competency. Chinintron and Plaimart (2010) describe WIL as an educational strategy for preparing students who can
apply theoretical concepts to practice-based tasks, ultimately enhancing graduate employability. In the WIL program,
Abstract: Thailand's industrial sector has made significant progress in adopting and implementing technology
associated with Industry 4.0. As technology advances and industries become more digitally driven, a skilled and
adaptable workforce becomes paramount. The responsibility for cultivating such human resources lies with
educational institutions. They are the foundation for developing a workforce that can thrive in the digital age by
staying responsive to industry trends, fostering business collaboration, and prioritising technical and soft skills.
Work-integrated learning (WIL) is one of the educational programs that can help improve student skills by
integrating the theoretical exploration of a particular subject with its practical implementation within a professional
environment. The WIL program enables individuals to demonstrate competence, expertise, and the capacity to keep
up with contemporary technologies. This paper proposes the new WIL model for the WIL program in the industrial
engineering profession, known as the CWILE model. The study aims to identify and establish the benefits of the
CWILE model. These benefits include enhanced skill development, improved readiness for industry demands, and
a seamless transition from education to the workforce. The initial step in the research procedure involved collecting
stakeholders' perspectives on the existing WIL program in the industrial engineering department of the engineering
faculty at Rajamangala University of Technology Lanna (RMUTL), Thailand. Following stakeholder feedback, the
CWILE model was developed and implemented with the participation of eighteen students in the WIL program. The
effectiveness of the CWILE model was assessed through a comprehensive evaluation of student competencies: core
competency, functional competency, and professional competency. The evaluations were conducted at three distinct
intervals: before, during, and after instruction. This longitudinal assessment allows a nuanced understanding of how
the WIL program influences student competencies. The results of this study show that the duration of attending the
WIL program is positively correlated with an increase in all competencies.
Keywords: Work-integrated learning, industrial engineering, teaching and learning process, IR4.0, TVET
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
147
learners should be able to practice critical thinking and skills according to the required standards and knowledge and
potential based on the professional standards corresponding to the country's demands (Cooper et al., 2010).
Educational institutes in Thailand arrange education to respond to government policy and WIL constantly. For
example, Poungkaew and Puthaprasert's (2020) research investigated a work-integrated learning model to prepare
educational administrators for Thailand. Moreover, Chaithanu et al. (2019) conducted a study on the development of an
instructional model based on Work-Integrated Learning (WIL) for the new generation of graduates: A case study of
Fujikura Electronics (Thailand) Ltd. in the Department of Electronic Engineering and Automatic Control Systems by
developing the appropriate teaching and learning for the automatic control curriculum. This research presents the work-
integrated learning model for the industrial engineering program at the Faculty of Engineering, Rajamangala University
of Technology (RMUTL), Thailand. This program has incorporated the learning process with the establishments to
produce high-performing graduates. This research aims to develop the WIL model in three stages: 1) Exploring the needs
of stakeholders, 2) Developing the WIL model, and 3) Implementing the developed WIL model.
1.1 The Work Integrated Learning (WIL)
Research papers are widely dispersed and aim to enhance work-integrated learning methods in engineering education.
The authors' WIL strategy entails integrating WIL into each semester of a Bachelor of Engineering program (Dollinger
& Brown, 2019; Jovanovic et al., 2018). WIL is expected to yield advantages for institutes through the facilitation of
heightened student engagement and industry collaboration, an enhanced curriculum featuring augmented WIL
components and improved quality of student education (Smith & Worsfold, 2014), amplified student enrolment (Sattler
et al., 2011), increased student satisfaction (Chopra et al., 2020; Smith & Worsfold, 2014), active involvement of
government in the consultation process, and enhanced community engagement (Yorke & Vidovich, 2014) (Karim et al.,
2019). The WIL program has the potential to be directly employed by curriculum developers to establish the prerequisites
for engineering undergraduate programs in Thai universities. It might also be adopted internationally depending on
national, state, and university engineering education restrictions (Paull et al., 2019; Vailasseri et al., 2021).
WIL is a scenario where students participate in learning activities outside their academic institution, such as at a
workplace or a facility created in partnership with a third party. This aims to guarantee the growth of students' capacity
to integrate learning through academic and employment-related activities (Ferns et al., 2014). Developing efficient WIL
arrangements has been difficult for engineering higher education in Thailand and worldwide. Numerous studies have
shown insufficient opportunities for engineering students to become industry-ready because the WIL duration in Bachelor
of Engineering programs is now very short. There is a critical need to give WIL greater weight through a more successful
work-integrated strategy to boost the quality of engineering education outcomes (Rampersad & Zivotic-Kukolj, 2018;
Stirling et al., 2016).
To improve the employability prospects of their engineering graduates, Thai institutions have used a variety of WIL
methodologies. Table 1 displays the curriculum of the WIL programs implemented in Thai universities. Engineering
students enrolled at various universities have access to WIL opportunities. However, the current WIL program is only
accessible for a restricted duration, specifically during the last semesters of undergraduate engineering study. The
duration may be insufficient to acquire all the requisite experience in the workplace. According to this concern, the WIL
model could be restructured. We conducted surveys and expert interviews to gather input based on our hypothesis that
embedding a full-time WIL program in the workplace is a more successful strategy for producing graduate engineers
who are prepared for the industry. Therefore, the CWILE model is proposed.
Recent academic articles provide nuanced perspectives and insights regarding WIL and its application in engineering
education. Nguyen et al. (2022) explore the impact of extended WIL durations on engineering students' preparedness for
industry demands. Their findings suggest that extended exposure positively influences student competency and enhances
their readiness for the workforce, supporting the hypothesis that a more prolonged WIL duration contributes to a
comprehensive skill set. Moreover, Smith and Chen (2021) highlighted the crucial role of government initiatives in
fostering effective WIL programs. Their research indicates that active government involvement significantly contributes
to the success of WIL initiatives, emphasising the importance of collaborative efforts involving educational institutions,
industry stakeholders, and policymakers in developing and implementing WIL programs.
In the context of industry-academic collaboration, Li and Jones (2023) investigate the effectiveness of industry
partnerships in shaping WIL experiences. Their study underscores the need for robust connections between educational
institutions and industry players to ensure that WIL programs align with contemporary industry trends and demands. This
aligns seamlessly with the proposed CWILE model, which aims to strengthen collaboration between the industrial
engineering program at Rajamangala University of Technology Lanna and private sector stakeholders. Furthermore,
Gupta and Sharma (2022) delve into the impact of a WIL program on student satisfaction and engagement. Their research
highlights a positive correlation between well-structured WIL programs and heightened student satisfaction, emphasising
the critical role of program design in achieving positive educational outcomes. These recent articles collectively
contribute to the literature, reinforcing the significance of WIL in engineering education and providing valuable insights
for developing and assessing the CWILE model.
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
148
This research aims to develop the WIL model for industrial engineering. The specific objectives are 1) to study the
stakeholders' needs for the WIL program in industrial engineering, 2) to develop the CWILE model, and 3) to implement
the CWILE model for the WIL program in industrial engineering.
Table 1-WIL Curriculum at Thai Universities
University
WIL Curriculum
Rajabhat Maha Sarakham University
• Bachelor of Engineering (Energy and Environmental Engineering
• Bachelor of Engineering (Water Resources Engineering and
Information Innovation)
• Bachelor of Engineering (Construction Management
Engineering)
King Mongkut's University of
Technology North Bangkok
• Bachelor of Engineering (Chemical Process Engineering
Technology Program)
• Bachelor of Engineering (Chemical Engineering)
• Bachelor of Engineering (Industrial Engineering Technology and
Logistics Program)
• Bachelor of Industry (Mechatronics Technology)
King Mongkut's University of
Technology Thonburi
• Bachelor of Engineering (Mechanical Engineering)
• Bachelor of Engineering (Food Engineering)
Kasem Bundit University
• Bachelor of Engineering
(
Industrial Engineering
)
Rajamangala University of Technology
Isan
• Bachelor of Engineering (Operations Engineering)
Rajamangala University of Technology
Thanyaburi
• Bachelor of Engineering (Mechatronics Engineering)
Rajamangala University of Technology
Lanna
• Bachelor of Agricultural and Biological Engineering (Modern
Agricultural Machinery Engineering)
• Bachelor of Agricultural and Biological Engineering (Smart
Agricultural Engineering)
• Bachelor of Agricultural and Biological Engineering (Agricultural
Engineering)
• Bachelor of Engineering (Electronics Engineering and Automatic
Control Systems)
• Bachelor of Engineering (Industrial Engineering)
2 Methods
The method in this paper starts with the first stage of gathering the viewpoints of stakeholders regarding the current work-
integrated learning (WIL) program in the industrial engineering department of the engineering faculty at RMUTL. Based
on input from stakeholders, the CWILE model was formulated and executed with the eighteen students enrolled in the
WIL program. The efficacy of the CWILE approach was then evaluated by conducting a thorough assessment of student
competencies, including core competency, functional competency, and professional competency. The assessments were
carried out at three discrete time points: pre-instruction, mid-instruction, and post-instruction. The detailed information
is explained in the subsequent sections.
2.1 Exploring the needs of stakeholders
WIL programs involve collaboration between educational institutions and industry partners to provide students real-world
experience related to their field of study. Two steps of study are used to understand the needs of stakeholders in the WIL
program. The first step is to survey the opinions on the general factors of the existing WIL program. The second step is
to systematically survey and address the competency requirements for industrial engineers from stakeholder perspectives.
The explanations are as follows:
Step 1: Survey the opinions on the general factors of the existing WIL program. Those factors are related to the WIL
program in the student, teacher, factory trainer, curriculum, teaching management, establishment, and university aspects.
A sample of 50 teachers and students who participated in the WIL program of the RMUTL industrial engineering program
was utilised. The questionnaire was designed to achieve specific objectives, and it was verified by nine experts using
content validity and the Index of Content Validity (IOC). The reliability of the designed questionnaire is tested using the
coefficient of Cronbach’s alpha (Ravinder & Saraswathi, 2020) and tried out with 10 samples.
Step 2: Survey the needs of stakeholders for producing the desired graduates in industrial engineering in terms of
attitudes, generic skills, and professional knowledge and skills. The key stakeholders involved in the Industrial
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
149
Engineering program include faculty, students, alumni, industry professionals, and employers, 100 in total. A non-
structured interview that addresses each stakeholder group's specific needs, expectations, and preferences is used.
2.2 Developing the CWILE model
This stage presents the creation and validation of the new WIL model, called CWILE. There are six steps of development.
The explanation is as follows:
Step 1: The information received from the first stage was analysed to determine the important factors for the
new WIL model.
Step 2: Develop the CWILE model based on the obtained notion to enhance the required competency for
industrial engineering.
Step 3: Create the CWILE model manual for the user to comprehend the components and specifics of the WIL
model implemented in industrial engineering. The proposed manuals are: 1) The curriculum
development manual 2) the WIL manual, and 3) the evaluation manual.
Step 4: Verify the quality of the WIL model developed by nine experts to determine its suitability for the WIL
program.
Step 5: Modify the proposed model and documents to acquire readiness for implementation.
2.3 Implementing the developed CWILE model
The CWILE model is implemented with the 18 students who participated in the WIL program in industrial engineering,
which has academic collaboration between RMUTL and the establishments. The evaluation is then provided by
considering the possibility of teaching and learning management for the sample class. The following are the evaluation
steps:
Step 1: Evaluate the students in terms of the three competencies needed for industrial engineering: core
competency, functional competency, and professional competency. The evaluations are at three distinct
intervals: before, during, and after instruction.
Step 2: Evaluate the learning achievement of students. Regularly assess whether students meet the intended
learning outcomes of industrial engineering. This involves aligning assessments with the specific
learning objectives of the CWILE model.
Step 3: Determine the satisfaction of stakeholders with the CWILE model.
3 Results and discussion
The results of each stage are explained in this section.
3.1 The results of Stage 1: Exploring the needs of stakeholders.
In this stage, the survey results are analysed using a rating scale, which involves interpreting quantitative data gathered
through responses to specific questions. Standard scale include Likert scales from 1 to 5, where respondents rate
statements on a spectrum of "Strongly Disagree", "Disagree", "Neutral", "Agree", and "Strongly Agree".
The survey results of Step 1: Survey the opinions on the general factors of the existing WIL program are illustrated
in Fig. 1. The strengths of the current WIL program in terms of student aspects are responsibility, discipline, and self-
adjustment. In terms of mentors and teachers, they had high expertise in the profession. The industrial engineering
curriculum fulfilled the students' needs. For the instructional administration, the students received adequate supervision.
Furthermore, the establishment was aligned with the field of industrial engineering. The university and the establishment
provide enough learning sources for the WIL program students.
However, the results of the analysis show some weaknesses that need improvement. Firstly, students who participated
in the WIL program required more attention in class because they were exhausted from the training in the workplace.
Secondly, teachers and mentors must integrate workplace content into the teaching class. The study plan and duration of
the study were at inappropriate intervals. In addition, the administrators responsible for the establishment must understand
the WIL program. In the university, some policies needed to be more suitable for operating the WIL program
conveniently.
In Step 2: Survey the stakeholders’ needs for the desired graduates in industrial engineering in terms of attitudes,
generic skills, and professional knowledge and skills; the results show that the respondents want a graduate with a positive
attitude towards the profession. The required needs are discipline and responsibility, humility, honesty, awareness, and
compliance with social regulations. For the generic skills, the respondents need to develop generic skills in working,
appropriate use of tools and equipment, teamwork skills, the capability of using technology for data retrieval,
communication in Thai and English, problem analysis, and integration of sciences for work procedure development.
Regarding professional competencies and proficiencies, the following are mandatory: expertise in industrial
management, die casting, plastic injection moulding, automation, and painting processes. Details are shown in Table 2.
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
150
Fig. 1 - Opinions of the sample group on WIL
Table 2 - Stakeholder needs
Item
Topics
M
SD
Interpretation
Attitudes
1
Disciplined and have work responsibility
4.85
0.48
Strongly Agree
2
Humble and have collective responsibility
4.75
0.54
Strongly Agree
3
Honest and patient
4.70
0.56
Strongly Agree
4
Have awareness and comply with code of conduct
4.70
0.62
Strongly Agree
5
Comply with organizational and social regulations
4.69
0.58
Strongly Agree
Total
4.74
0.56
Strongly Agree
Generic Skills
6
Have teamwork skills
4
.
68
0.63
Strongly Agree
7
Be capable of using technology for data retrieving and communication
4
.
53
0.70
Strongly Agree
8
Think, analyse, resolve problems, and decide based on rationale
4
.
40
0.73
Agree
9
Have work operational skills and use tools and equipment appropriately
4
.
70
0.56
Strongly Agree
10
Have integration skills to develop work procedure
4
.
36
0
.
78
Agree
Total
4
.
53
0.70
Strongly Agree
Professional knowledge and skills
11
Injection
4
.
47
0
.
68
Agree
12
Die-casting
4
.
55
0.67
Strongly Agree
13
Automation
4
.
75
0.43
Strongly Agree
14
Painting
4
.
20
0.81
Agree
15
Industrial managerial
3
.
95
0.97
Agree
Total
4
.
38
0.79
Agree
3.2 The results of Stage 2: Developing the CWILE model
In this section, the construction of the CWILE model is provided. The survey data gathered during the preliminary stage
guides the development; the following few subsections explain model development.
3.2.1 The CWILE Model
several key components to ensure its effectiveness in designing or implementing the WIL program. This study considers
four key components: principles, content, the teaching and learning process, and measurement and evaluation. Those
key components are included in the proposed model, which is separated into four main steps, including Curriculum
development (C), Work-Integrated Learning plan (WI), Learning process (L), and Evaluation (E), so-called CWILE as
shown in Fig. 2. Details of each step are as follows:
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
151
Fig. 2- CWILE Model
Step 1: Curriculum Development (C): The step to develop or improve the curriculum to achieve the required
competencies. It consisted of the following four sub-steps:
• Curriculum determination analysis: To analyse the fundamental data relating to the current curriculum. After
that, develop the curriculum to suit stakeholders' needs.
• Design of curriculum outcomes: Curriculum outcomes refer to the specific knowledge, skills, abilities, and
attitudes students are expected to acquire due to their participation in the WIL program. These outcomes serve
as the foundation for designing, delivering, and assessing the effectiveness of the curriculum.
• Developing curriculum documents is a critical step in the instructional design process. The curriculum
documents provide a roadmap for educators, ensuring alignment between educational goals, instructional
strategies, and assessment methods.
• Curriculum validation: Curriculum validation is reviewing and assessing the curriculum's effectiveness,
relevance, and alignment with its intended goals and objectives. The goal is to ensure that the curriculum
prepares students adequately for their intended careers and meets the standards set by educational institutions
and industry stakeholders.
Step 2: Work-Integrated Learning Plan (WI): This is a step to prepare the WIL program that emphasises all participation
by considering the learning achievements identified in the curriculum as a core and arranging the integrated learning
between the academic and work parts. The subsequent subsection contains the guidelines for each participant in the WIL
program.
• Guidelines for the university: Comprising of educational support provisions, such as the explicit promotion
policy, the selection of the integration model, the budget, roles and responsibilities, the obligation of the
education manager, learning source preparation, learning achievement, and expected competency determination,
learning outcome measurement, and the readiness of the establishment.
• Guidelines for Curriculum: These guidelines are for the instructor who is responsible for the curriculum, which
consists of instruction for lesson planning, learning model and venue, course arrangement of fundamental
courses and specific courses to suit professional standards, competency evaluation, and work preparedness
evaluation based on learning outcomes.
• Guidelines for teachers and mentors: The duties and responsibilities of teachers and mentors actively engaged
in the program are indicated. These duties require supervision, coaching skills, and measurement and evaluation
techniques.
• Guidelines for students: The preparation for students and their families to understand the WIL program is
provided to clearly articulate the benefits and anticipated outcomes of participating in the WIL program.
Highlight how the experience aligns with academic and career goals and enhances employability. Moreover, the
student's responsibilities during the WIL program are clearly stated. This includes expectations for professional
behaviour, communication with supervisors, and adherence to workplace policies.
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
152
• Guidelines for learning resources: These encompass materials and tools that support and enhance the educational
program by the university and the workplace.
Step 3: Learning process (L): It is a step to arrange the learning process appropriate for learning and training in the
workplace.
• Academic part: University subjects can be taught in the workplace. The class schedule can be flexible while
ensuring total study time meets the required hours specified in the syllabus.
• Training part: In the workplace, students should be assigned tasks corresponding to their skill level. Also, the
students should be able to learn in various departments within the establishment. It helps students connect
theoretical knowledge with practical applications across various functions.
• Integrate part: the integrated part typically refers to connecting and synthesising the theoretical knowledge
gained in academic coursework with the practical experiences gained during the work placement. This can be
offered in the student senior project. Design the senior project to require problem-solving and critical-thinking
skills. Ensure that the senior project aligns with industry standards and practices. This helps students understand
and adapt to the expectations of their chosen field.
Step 4: Evaluation ( E): Evaluation in the WIL program assesses the program's effectiveness, measures student
performance, and provides valuable feedback for continuous improvement.
• Student behaviour evaluation: Collect regular feedback from workplace supervisors who interact with students
during their placements. This feedback can provide insights into students' performance, work ethic, and the
application of theoretical knowledge.
• Student competency evaluation: the comprehensive set of components for evaluating student competency in
the WIL program setting, including core competency, functional competency, and professional competency.
• WIL program evaluation: Establish specific criteria for evaluating the success of the WIL program. This may
include academic achievement, skill development, workplace performance, and integrating theoretical
knowledge with practical experience. The evaluation results are used to inform continuous improvement efforts.
Consider feedback from all stakeholders, including students, supervisors, and faculty, to enhance the overall
WIL program.
3.2.2 The CWILE model documentation
The CWILE model documentation provides the specific details and requirements for the institution or program. WIL
programs can vary significantly between educational institutions, countries, and industries. However, for the CWILE
model, it is implemented in industrial engineering. Therefore, the documents might be suitable for the relevant program.
The proposed CWILE documents are:
• The curriculum development handbook: This handbook serves as a comprehensive guide for educators and
instructional designers involved in creating, revising, or updating educational curricula.
• The Work-integrated Learning (WIL) Program handbook guides students, faculty, and industry partners through
the WIL program's processes, expectations, and goals.
• The WIL evaluation handbook provides the necessary parts of evaluation and the evaluation process.
3.2.3 The quality of the developed WIL model
Nine experts verified the WIL model components' quality based on the WIL model creation principle. Results indicated
that the developed WIL model and WIL documents had a high level of appropriateness. Moreover, the feasibility of
implementation indicated that instructional management was feasible and practical.
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
153
Fig. 3 - Developed CWILE handbook.
3.3 The results of Stage 3: Implementing the developed CWILE model
3.3.1 Evaluate the students in terms of the three competencies
The Competency Learning Benchmark (CBL) was applied to evaluate the student's competencies (Chinintron &
Plaimart, 2010). The university and the establishment collectively designed the evaluation criteria. The evaluation is
divided into three dimensions. The first dimension is the core competency, the organisation's desired competency. The
second dimension is functional competency, which is competency in the responsible job. The last dimension is the
professional competency, which is the competency showing proficiency. The evaluations are at three distinct intervals:
before attending the WIL program, during attending the WIL program, and after attending the WIL program. The
educator and factory trainer serve as evaluators.
The results of the prior stage illustrate that the students have low core, functional, and professional competency at the
mean of 1.62, 1.30, and 1.14, respectively. After implementing the CWILE model, the students were enhanced to develop
their skills; thus, their competencies increased remarkably at a mean of 2.78, 2.60, and 2.57, respectively, as shown in
Fig 4.
Fig. 4 - Student’s expressed competency.
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
154
3.3.2 Evaluate the learning achievement of students
In this evaluation, the learning outcome evaluation form was applied. This form is a tool used to assess the performance,
behaviour, or characteristics of the students with a numeric rating scale of 1 to 5 that rates the effectiveness of the learning
outcome in five aspects: 1) virtue and morality; 2) knowledge; 3) intellectual skills; 4) interpersonal skills and
responsibility; and 5) numerical analysis, communication, and technology. The educator and factory trainer serve as
evaluators.
Results in Table 3 demonstrate that in terms of virtue and morality, self-adjustment has the highest mean at 4.56,
followed by an awareness of responsibility. In terms of intellectual, the pursuit of knowledge and continuing self-
development and knowledge integration to work mean 4. 50 and 4.39, respectively. Regarding intellectual skills, the
highest mean is in the analysis with appropriate academic rationale, followed by creativity and supportive thinking
(mean=4.33 and 4.28, respectively). Regarding relationship and responsibility, self-adjustment to participate in activities
has the highest mean, followed by learning responsibility and creative interaction (mean=4.67 and 4.56, respectively).
Lastly, regarding numeric analysis, communication, and technology, students have appropriate information presentation
with mathematics and statistics, followed by Thai and English skills for communication (mean=4.44 and 4.39,
respectively).
Table 3 - Evaluation of student’s learning outcome
Item
Topics
M
SD
Interpretation
Virtue and Morality
1
Discipline, punctuality, honesty
4.22
0.71
High
2
Morality, virtue, selfless
4.22
0.71
High
3
Self-adjustment in organization
4.56
0.50
Extremely High
4
Awareness of responsibility
4.39
0.68
High
5
Academic and professional ethics
4.33
0.67
High
Total
4.34
0.67
High
Knowledge
6
Comprehend and understand principle and theories
4.17
0.83
High
7
Apply knowledge for planning and resolving problem
4.17
0.76
High
8
Integrate knowledge to work
4.39
0.68
High
9
Follow up the academic change in the profession and other
related fields
4.22
0.79
High
10
Pursue knowledge and have self-development constantly
4.50
0.60
High
Total
4.29
0.75
High
Intellectual Skills
11
Analyse problem with appropriate academic rationales suitable
for education level
4.33
0.67
High
12
Design the solution and act
4.17
0.76
High
13
Initiate, create systematically and sensibly
4.28
0.73
High
14
Apply knowledge and skills to problem-solving appropriately
4.26
0.78
High
15
Be able to think and argue with reason
4.28
0.65
High
Total
4.26
0.72
High
Relationship and Responsibility Skills
16
Curricula modernity
4.39
0.76
High
17
Curriculum corresponds to the student’ s needs
4.56
0.60
Extremely High
18
Consistency of content and work operation
4.50
0.60
High
19
Appropriate learning plan and duration of study
4.67
0.47
Extremely High
20
Application of content to work operation
4.56
0.60
Extremely High
Total
4.39
0.76
High
Numeric Analysis, Communication, and use of Technology
Skills
21
Appropriate knowledge about work
4.33
0.67
High
22
Thai and English skills for communication
4.39
0.68
High
23
Knowledge about mathematic and statistics for analysis
4.11
0.87
High
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
155
Item
Topics
M
SD
Interpretation
24
Application of mathematic and statistics to decide and resolve
problems
4.28
0.73
High
25
Information presentation with appropriate mathematic and
statistics
4.44
0.60
High
Total
4.31
0.72
High
Total
4
.
35
0
.
71
High
3.3.3 The satisfaction of stakeholders
The stakeholders' satisfaction survey results show that respondents have the highest levels of satisfaction with the
establishment (mean = 4.61) and students (mean = 4.56). The overall satisfaction of stakeholders with the WIL was high
(mean = 4.45). Details are shown in Table 4.
Table 4 - Satisfaction of stakeholders on WIL
Topics
Mean
SD
Interpretation
Students
4.56
0.59
Extremely High
Teachers
4.44
0.69
High
Factory's Trainer (Mentors)
4.46
0.69
High
Curriculum
4.33
0.76
High
Teaching management
4.39
0.64
High
Establishment
4.61
0.53
Extremely High
University and Executive
4.34
0.69
High
Total
4.45
0.67
High
4 Conclusion
This research presents the development of the WIL model for industrial engineering, RUMTL, called CWILE. Regarding
the WIL program's fundamental information from the stakeholders, the results indicate that the proposed WIL model
should encourage students' intentions by improving the teaching methods. Therefore, the integration method should be
more widely applied. Regarding stakeholder needs for producing the desired graduates from the industrial engineering
field, most stakeholders agreed that humility, honesty, awareness, and compliance with social rules are necessary. At the
same time, students could have training for an extended period to gain more professional skills needed in the workplace.
The CWILE model is subsequently formulated using the data obtained from the survey conducted to gather opinions
and identify stakeholder needs. The proposed model comprises four steps. 1) Curriculum development that applies the
concept of curriculum development to correspond to competency and stakeholder needs 2) Work-integrated learning
plan that uses the WIL concept by determining the guidelines for each component. 3) The learning process is to provide
suitable teaching and learning methods for obtaining the desired learning outcome. 4) The evaluation is to evaluate and
follow up on the success of the WIL program. The handbooks for the proposed model are introduced to guide the users
who want to apply the CWILE model in their WIL program, consisting of the curriculum development handbook, WIL
and learning process handbook, and evaluation handbook.
To investigate the efficiency of using the CWILE, it is implemented with 18 samples selected from purposive
sampling who were students in industrial engineering at RMUTL. The findings indicate the competency test results for
the three dimensions, namely core competency, functional competency, and professional competency, were assessed
before, during, and after participation in the WIL program. It implies that the duration of attending the WIL program is
positively correlated with the increase in all competencies. In addition, the students can achieve all the required specific
learning outcomes and stakeholders' satisfaction with the developed WIL model is demonstrated at a high level.
The CWILE for Industrial Engineering students, Faculty of Engineering, is qualified for implementation. This
opportunity provides students with valuable experiences to gain essential knowledge and skills through practical
application. These opportunities bridge the gap between theoretical learning and real-world application, providing
students with hands-on experience and a chance to professionally apply what they've learned. This experiential learning
enhances their understanding, prepares them for the demands of the workforce, and contributes to their overall academic
and personal development. Employers often value candidates with practical experience, as it demonstrates the ability to
translate theoretical knowledge into practical solutions. WIL experiences also allow students to showcase their skills,
work ethic, and adaptability, making them more attractive to potential employers. Furthermore, students who have
completed WIL may have an edge in the job market, as they may already be familiar with industry expectations and have
demonstrated their ability to contribute effectively in a professional setting.
Acknowledgement
This research was partially supported by the National Higher Education Science Research and Innovation Policy Council
(NXPO) in the Program Management Unit for Human Recourses & Institutional Development, Research, and Innovation
(PMU-B) under grant B01G640025. This support is gratefully acknowledged.
Jewpanya et al., Journal of Technical Education and Training Vol. 15 No. 4 (2023) p. 146-156
156
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