XXXI International Mineral Processing Congress 2024 Proceedings/Washington, DC/Sep 29–Oct 3 821
reasons: the industry context is constantly changing and
with it the skills that learners need to remain relevant the
background and experiences of the cohort varies from year
to year bringing with it the challenge of continually review-
ing and contextualising the courses. Active learning associ-
ated with experiential, problem and project-based learning
promotes collaboration among learners by using realis-
tic problems or situations and as a result a deeper under-
standing of the relationship between theory and practice
can be developed (Crosling, Heagney and Thomas, 2009).
Implementing these types of authentic learning experiences
is a mechanism for providing the industry with skilled
professionals and enhancing learner retention (within a
university program, employment in a mining company or
the resources sector), both of which will contribute to sus-
taining the skills pipeline. We examine who the learners
are how, where and when they engage with learning and
some of the external factors that have contributed to this
paradigm.
UNIVERSITY GRADUATES
As public institutions, one of the roles of universities is the
dissemination of knowledge. In Australia, the professional
body Engineers Australia specifies the generic characteris-
tics and qualities of graduates from engineering programs,
known as graduate attributes. These include not only the
in-depth technical knowledge required of professionals
but also attributes related to teamwork, communication
and their role in sustainability to name a few. Over time,
graduate attributes may change, in response to factors like
changes in technology (e.g., the need for digital literacy)
and societal expectations (e.g., a focus on sustainability).
As an example, the timeline below shows some key dates
for the undergraduate metallurgy program at the University
of Queensland (UQ), showing how its position within the
University has changed over time.
1951 – UQ senate approves Bachelor of Metallurgical
Engineering degree program
2003 – individual engineering specialty Departments
are merged into one School of Engineering
2006 – BE Chemical and Metallurgical Engineering
2009 – Metallurgical Engineering is subsumed into
School of Chemical Engineering
2020 – new engineering curriculum introduced (BE
Chemical Engineering (Metallurgy Major))
Following the introduction of the new curriculum at UQ
in 2020, the metallurgy program now exists as a major
within the Chemical Engineering specialisation. There are a
limited number of teaching hours within a four-year under-
graduate engineering program to cater to both the breadth
and depth of knowledge required in major specialisations.
Program enrolments also impact university programs,
those related to mining are particularly vulnerable to
potential students’ perceptions of the sector. The appetite of
mining industry stakeholders to offer financial support to
sustain key programs is susceptible to underlying economic
drivers and the inherent lag time between commitment of
Figure 1. Long term trends showing fluctuations in the economic environment and student numbers
reasons: the industry context is constantly changing and
with it the skills that learners need to remain relevant the
background and experiences of the cohort varies from year
to year bringing with it the challenge of continually review-
ing and contextualising the courses. Active learning associ-
ated with experiential, problem and project-based learning
promotes collaboration among learners by using realis-
tic problems or situations and as a result a deeper under-
standing of the relationship between theory and practice
can be developed (Crosling, Heagney and Thomas, 2009).
Implementing these types of authentic learning experiences
is a mechanism for providing the industry with skilled
professionals and enhancing learner retention (within a
university program, employment in a mining company or
the resources sector), both of which will contribute to sus-
taining the skills pipeline. We examine who the learners
are how, where and when they engage with learning and
some of the external factors that have contributed to this
paradigm.
UNIVERSITY GRADUATES
As public institutions, one of the roles of universities is the
dissemination of knowledge. In Australia, the professional
body Engineers Australia specifies the generic characteris-
tics and qualities of graduates from engineering programs,
known as graduate attributes. These include not only the
in-depth technical knowledge required of professionals
but also attributes related to teamwork, communication
and their role in sustainability to name a few. Over time,
graduate attributes may change, in response to factors like
changes in technology (e.g., the need for digital literacy)
and societal expectations (e.g., a focus on sustainability).
As an example, the timeline below shows some key dates
for the undergraduate metallurgy program at the University
of Queensland (UQ), showing how its position within the
University has changed over time.
1951 – UQ senate approves Bachelor of Metallurgical
Engineering degree program
2003 – individual engineering specialty Departments
are merged into one School of Engineering
2006 – BE Chemical and Metallurgical Engineering
2009 – Metallurgical Engineering is subsumed into
School of Chemical Engineering
2020 – new engineering curriculum introduced (BE
Chemical Engineering (Metallurgy Major))
Following the introduction of the new curriculum at UQ
in 2020, the metallurgy program now exists as a major
within the Chemical Engineering specialisation. There are a
limited number of teaching hours within a four-year under-
graduate engineering program to cater to both the breadth
and depth of knowledge required in major specialisations.
Program enrolments also impact university programs,
those related to mining are particularly vulnerable to
potential students’ perceptions of the sector. The appetite of
mining industry stakeholders to offer financial support to
sustain key programs is susceptible to underlying economic
drivers and the inherent lag time between commitment of
Figure 1. Long term trends showing fluctuations in the economic environment and student numbers