Abstract:

The mindset and openness within us for ‘Lifelong Learning’ can undergo a full or partial reset during the vocational journeys we travel along in life. Personal and professional practice oriented around lifelong learning can open doors and build new competencies enabling us to turn our hand ‘at the drop of a hat’ to the next opportunity that emerges.

Asset Management is a growth sector of high priority across the globe and Lifelong learning is highly valued by all practitioners as we seek to address the challenges of climate change, changing our understanding of how we manage infrastructure, interact with the environment, and utilise materials to create resilient and sustainable communities. Asset Management is diverse and provides excellent career opportunities, all of which require practitioners to be lifelong learners. In New Zealand, emerging asset management training is being designed and delivered in a way which brings practitioners back into the classroom, providing meaningful opportunities for those based in industry to, not only teach the next generation of asset managers, but also model a professional lifetime of learning new skills, and remaining engaged in learning. This paper outlines the unique model used in this delivery including; course design, roles, management of the teaching team and learning environment, as well as collecting and using feedback from the teaching team, learners, and industry representatives. Discussion will highlight how the teaching model draws on a range of pedagogical theory and meets the needs of a variety of stakeholders. The paper will layout recommendations for the effective assembly and sustainable management of teaching teams to ensure ‘lifelong learning’ is experienced by all involved in the courses; learners, subject matter experts (SMEs) and the teaching team.

The asset management courses were originally introduced into the Bachelor of Engineering Technology (BEngTech) as part of the development of a degree apprenticeship delivery pathway. In the past 3 years our Asset Management courses have also been completed by non-engineers, including financial managers, consultancies, contract managers, hotel chain managers, facilities managers, maintenance managers, career changers and many other entry roles in between.

These courses have evolved since their inception in 2020, and the utilisation of industry experts to deliver learning is the critical point of difference. Over 30 subject matter experts deliver sessions aligned to where their speciality and skillset lie. The course coordinator provides expert facilitation and oversight by ‘Conducting the Orchestra’ (Hexamer, S. 2021). This approach to the delivery of these courses provides an opportunity for learners to learn from and engage with current practitioners, respected in their area of asset management. Additionally, these SMEs are pivotally able to develop their own skills in communication, lecturing, and mentoring. Engagement with the provision of this structured learning contributes towards Continued Professional Development (CPD) within infrastructure asset management focused industry groups. SME’s often join extra sessions as attendees to also supplement their own learning journey while engaging with other well recognised experts. In this way industry professionals can have access to opportunities for lifelong learning while simultaneously modelling both the practice and mindset for learners.

Keywords:

Industry, Collaboration, Education, Expertise, Workplace, Engineering, Assets, Experiential, Infrastructure.