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CONTEXT The school of Professional Practice and Leadership at UTS set up Optik Consultancy to provide students unable to access internships, with engineering projects set up by industry partners in a simulated workplace. In 2021, in the midst of the COVID-19 crisis, 120 students (85 international and 35 domestic) completed Work Integrated Learning (WIL) in this manner. This was the 5th iteration of the project with the number of students increasing each year. This model has the potential to be extended to other groups such as refugees needing existing qualifications validated, or engineers returning to the workplace after an extended absence. To do this successfully, it is necessary to ensure the program meets participants’ requirements. This requires recognition of the complexity of the program and the development of a framework to ensure all elements that make a successful program are in place. PURPOSE OR GOAL This paper analyses the Optik Consultancy through the lens of the ‘Business Model Canvas’ (Osterwalder & Pigneur (2010). As illustrated by Kline et al (2017), this framework can be adapted to design a template to meet the specific needs of educational projects. We aim to analyse the main activities and processes of the Optik Consultancy and redesign the Business Model Canvas for WIL engineering projects to identify the elements necessary for designing a similar project in other settings. APPROACH Firstly, we will investigate the Optik Consultancy through the lens of the ‘Business Model Canvas. This will enable us to identify key areas relevant to a simulated internship program in order to form an engineering WIL canvas. This canvas will explain what we do, how we do it and why. We will then apply our new canvas to the Optik Consultancy to see how far it conforms to our template. Finally, we will conceptualise a new canvas that can be replicated as a template for setting up similar programs in other disciplines. ACTUAL OR ANTICIPATED OUTCOMES By analysing the Optik Consultancy through the lens of an adapted Business Model Canvas, we will assess the key areas of our program from a different viewpoint. This will include justification of the program, the stakeholders involved, their needs and level of involvement, and the resources needed to make the program a success. Once this template has been established, we will have a conceptual tool that can be used to set up and analyse other WIL programs. CONCLUSIONS With some adaptations, the business model canvas can be applied to evaluate engineering WIL programs and provide a template to extend and review similar activities. To ensure that the model is applied accurately, further research will be necessary to evaluate the extent each area of the framework has been achieved. |
