Work-Based Learning: The Aviation Management Environment

Abstract

The purpose of the study was to analyze and describe the work-based learning environment in post-secondary aviation management programs. The study was limited to colleges and universities affiliated with the University Aviation Association (UAA). Over 90% of colleges and universities offer some form of work-based learning (WBL) for students providing experiential learning opportunities. Teacher preparation programs, medical education, and many business programs incorporate work-based learning into the education process (Swail k Kampits, 2004, p. 3). The term work-based learning denotes a wide range of university-business partnerships that includes, but is not limited to, cooperative education and internship. Aviationrelated partnerships between business and education began as maintenance apprenticeships. Gradually, they evolved into cooperative education and internship. Throughout this evolution, there were no accepted standards for these types of activities. Their definitions and applications were as diverse as the students, industry sponsors, and institutions that participated in them. Work-based learning has and continues to be, an important component of Aviation Management (AVM) with cooperative education and internship being the two prominent forms. Implementation of WBL has paralleled the evolution of AVM programs; with an inter-dependent relationship developing over the years. Aviation management remains a relatively young academic program that continues to grow and evolve. There is evidence fiom this study that WBL plays an important part in preparation for a career in the aviation industry; by bridging the gap between a student's academic career and the real world of work. Methodology A selfdeveloped research instrument was wed in the study. A pre-survey was employed that identified 70 AVM prograo~~ having WBL and who agreed to participate in the study. Survey participants were directed to an on-line questionnaire, ofwhich 57 (8 1%) were eventually submitted for analysis. Data were analyzed using conventional descriptive statistics. Literature Review Schukert (1993, Winter) found that 71.9% of employer participants in WBL were fiom the public sector: federal government agencies (59.6%), airport authorities (8.8%), and state government agencies (3.5%)). The remaining 28.1% of participants were fiom the private sector: airlines (10.5%), fixed base operations (7.0%), and various other aviation enterprises (10.6%). Schukert provided five examples of the degree to which WBL has been institutionalized among participants: (a) administrating 1egaVformal agreements among sponsors, (b) designating a course title and number, (c) granting academic credit and issuing a grade, (d) specifying student participation requirements, and (e) sponsoring industry advisory committees. Owens (1995) reported on an evaluation of The Boeing Company's intemship program. The purpose of the evaluation was to: (a) describe the operations and outcomes of the intemship, (b) provide idonnation for continuous quality improvement of the internship, (c) document the impact of the internship on students and others, and (d) identify promising practices related to the intemship that could be adapted by others in business and industry. Evaluation methodology included: (a) a review of documents describing the internship structure, student selection process, and curriculum; (b) a survey of interns before and after a summer internship; and (c) a follow-up study of work and educational experiences since high school graduation. JAAER, Fall 2007 Page 19 1 Worrells: Work-Based Learning: The Aviation Management Environment Published by Scholarly Commons, 2007