Abstract
Ph.D. (Marketing Management)
In South Africa there are a number of government and private institutions that provide
higher education. Competition amongst these is intense and all are competing for
students. Dobbelstein (2003: 3) argues that higher education institutions have to
consider their relative competitive advantage in this landscape. The institutions that
fulfil customers’ requirements the best will get the most students. This situation must
be seen in the light of the current skills shortage in South Africa.
In order to meet future demand for appropriately skilled managers and workers,
ongoing collaboration and consultation between the business sector and higher
education providers is required in order to ensure that the goals are met of all primary
stakeholders – industry, educators, and students. Students getting workplace
experience (or internships) can benefit all three stakeholders (Petrillose &
Montgomery, 1998: 46 – 51). The present study seeks to determine the impact of an
experiential learning project on the development of marketing students – by using an
occupational interest questionnaire.
Research conducted by the University of Johannesburg (UJ) indicated that there
seems to be no general agreement on the use of terminology for concepts such as
experiential learning (EL), work-based learning (WBL), work-integrated learning
(WIL), or service learning (SL) (Geyser 2007: 5). There are subtle differences
between the terms:
Experiential learning is a term traditionally used within the context of the
former technikons to mean what is now known as ‘work-based learning’.
Work-based learning is a component of a programme of study: it focuses on
the application of theory in an authentic, working context. It addresses specific
competencies identified for the acquisition of a qualification. These
competencies relate to the development of skills that will make the student
employable, and will assist in developing personal skills.
Service learning is applied learning which is directed at specific community
needs and is integrated into an academic programme or curriculum.
Work-integrated learning is a structured portion of a qualification in which the
volume of learning allocated to WIL should be appropriate to the purposes of
the qualification. WIL programmes must be appropriately structured,
supervised, and assessed.
Co-operative education is a teaching and learning strategy which integrates
classroom teaching and learning into structured learning that occurs in an
authentic and approved setting. This concept is based on a partnership between
the university, the student, and industry, or the community at large (Geyser
2007: 7).