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MINERALS INDUSTRY EDUCATION AND TRAINING II

Summary and Conclusions

As Schouwstra and Smit (2011) pointed out “universities cannot provide
the training needed to produce an experienced mineralogist but they
can provide the required background knowledge”. In the context of
process mineralogy there are opportunities (albeit limited to a few
education providers) at both undergraduate and graduate levels. In the
professional development arena the online environment provides exciting
opportunities for reaching much wider range of participants. Despite the
challenges associated with building and maintaining capability in process
mineralogy, not all doors are closed, options are available and individuals
need to make use of every opportunity to continue learning.

References

AusIMM members’ employment survey (2013), viewed 23/05/2014, http://
www.ausimm.com.au/content/docs/prof_emp_survey_summary.pdf

Caplan, D. (2004). Chapter 7 in Theory and Practice of Online Learning,
Anderson T and Elloumi F (Editors), Athabasca University, Canada.

Crosling, G., Heagney, M. and Thomas, L. (2009). Improving student
retention in higher education, Australian Universities’ Review, Vol 51 No
2, 9-18.

Drinkwater, D. and Bianco, N. (2012). Developing technical excellence in
young Australian metallurgical professionals – a new graduate development
program, Minerals Industry Education and Training (IMPC), IIME.

Drinkwater, D. and Napier-Munn, T. (2014). Why good professional
development is key to profitability in the mining industry, In Chapter 20
Proceedings: XXVII International Mineral Processing Congress, Santiago,
Chile, 28-37.

Garrison, D. R. and Cleveland-Innes, M. (2005). Facilitating cognitive
presence in online learning: interaction is not enough, American Journal of
Distance Education, Vol 19, No 3, 138-148.

Innovative Practice in Mineral
194 Section 5
Processing Education