Exploring the implications of work-integrated learning for mining engineering training in traditional research universities; Case of South African universities.
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The industry based experiences and development of work ready graduates have been a major source of debate for industry and universities. As a result, work- integrated learning emerged within the auspices of experiential learning theory as a potential means to address student job readiness and enhance employability. The purpose of this study is to explore what knowledge is embedded into curriculum to enhance work readiness for undergraduates in traditional research universities for their mining engineering bachelor degree programmes in South Africa.