Showing items 1 - 10 of 10

Your selections:

The impact of a direct selling practical project on the sales person’s profile of tertiary students

  • Authors: Wait, Marius Stephanus
  • Date: 2012-11-02
  • Subjects: Direct selling - Study and teaching (Higher) , University of Johannesburg - Curricula , Marketing - Study and teaching (Higher) , Experiential learning , Service learning
  • Type: Thesis
  • Identifier: uj:7286 , http://hdl.handle.net/10210/8027
  • Description: 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).
  • Full Text:

Optimising the orientation towards experiential learning at Technikon Witwatersrand

  • Authors: Taylor, Susanne
  • Date: 2012-08-13
  • Subjects: Cooperative education - South Africa , Higher education - South Africa , Experiential learning
  • Type: Mini-Dissertation
  • Identifier: uj:9089 , http://hdl.handle.net/10210/5549
  • Description: M.Tech. , Cooperative education is an education model practised by the technikon sector, with experiential learning being the work-based learning component of the qualification. This research focused on the preparation of the student for the experiential learning workplace. The literature reviewed related mainly to applicable education and legislation-related aspects and existing opportunities to prepare students for the workplace. The study undertaken was viewed in the South African context and that of the Technikon Witwatersrand student whose qualifications had an experiential learning component. The research was conducted in two phases. The first phase of the study revolved around the collection and analysis of the survey data, the respondents being full-time third year Faculty of Business Management students. The Seven Steps of Planning design by Vella (2001) was used to develop the optimised solution, of the second phase of the research. Notable findings of the research were the important role ascribed to the lecturer in the experiential learning process, the clear need for a formalised, structured programme covering all aspects of preparation of the student for the workplace and the impact experiential learning had on academic throughput. The design of the course 'Get into Gear for Your Career' was outlined, with an actual session plan for one of the five sessions being presented. Further research opportunities were identified. The research objectives were deemed to have been achieved. An implementable optimised solution to the research problem was proposed, a solution that would be applicable not only for the preparation of students for experiential learning placement, but providing them and all other job seekers with skills and knowledge for a lifetime of job and even career changes.
  • Full Text:

An information management framework for the work-integrated learning process

  • Authors: Brink, Roelien
  • Date: 2014-06-21
  • Subjects: Experiential learning , Knowledge management
  • Type: Thesis
  • Identifier: uj:11562 , http://hdl.handle.net/10210/11269
  • Description: Ph.D. (Information Management) , The South African landscape on employment has reached a stage which requires strategies and initiatives that can assist and elevate awareness on ways which can facilitate opportunities of placement of people in the labour market. Critical levels of unemployment have placed the priority on the skilling of work seekers at the highest level. The critical issue of unemployment has also impacted on the higher education institutions (HEIs) fraternity to turn out professional graduates that are attractive and appropriately skilled for placement at industry level. HEIs have an unspoken obligation as a research founded environment to be on the cutting edge of processes and strategies on addressing the country's needs and strategic directives. Work-integrated learning (WIL) was identified as a core area which can facilitate preparation and empowering student learning on industry level that can promote student placement and possibly address levels of employment. HEIs in South Africa require teaching and learning to include WIL within specific learning offerings. The different learning offerings provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departmental silos, result in different processes followed for WIL. Therefore a lack of structure for IM can impact negatively on the optimal utilisation of WIL. In order to establish an effective IM feedback process the information that currently is, and that potentially could be exchanged between the HEI, the industry partner and the student has to be managed. This relationship is referred to as the WIL triad partners. Effective WIL is largely reliant on the managing of information exchanged between the triad partners. Without an effective flow of information, the WIL component will be cumbersome for the triad partners with duplication taking place across faculties. WIL can be optimally managed from a centralised unit to facilitate information flow between the triad partners, but first a framework has to be developed for the IM for WIL. Frameworks for the IM for WIL have been developed at international HEIs over long periods of time, which have evolved into good practice benchmarks. An investigation into these frameworks offered valuable insights to be tested at a HEI in South Africa. It became clear from this study that significant challenges are in the order of the day, pertaining to the IM for WIL process in place at the University of Johannesburg (UJ). It is paramount that processes and techniques do not stagnate but evolve with time and in line with the latest trends and technology. Therefore HEIs should be on par and be in line with the latest trends which affect HEIs' approach to WIL. It is strategic to realise the importance of capacitating students for employment and having the latest, most effective process in place will not only benefit students but add to the value chain of student employability due to strong and established collaboration with industry partners. The ultimate goal of this study was to develop a conceptual framework for IM for WIL for a HEI. The research resulted in a conceptual framework that would lay the foundation for the ultimate development of a portal, which was identified as the most appropriate platform that could facilitate the creation and development of a centralised solution that would enable IM for WIL processes. Such a platform could then be populated with the relevant data, featuring access functions that will allow for a single repository of data which can be centrally managed. The acceptance of the IM for WIL framework was tested amongst WIL coordinators and a very positive response was achieved. This study could guide and assist the UJ, as well as other HEIs, in developing and structuring of a centralised WIL unit based on an online WIL portal benefiting the role players who are central to the WIL process.
  • Full Text:

Ekurhuleni learners’ perceptions of the role and success of learnerships organised by the Ekurhuleni municipality

  • Authors: Noge, Dempsey Mbulelo
  • Date: 2012-06-07
  • Subjects: Internship programs , Occupational training , Experiential learning , Skills development programmes , Ekurhuleni Metropolitan Municipality
  • Type: Thesis
  • Identifier: uj:8662 , http://hdl.handle.net/10210/5017
  • Description: M.Ed. , South Africa has in the last 16 years experienced rapid changes in various spheres including the political, social and economic spheres. Changes in education and training provisions were considered to be fundamental to the process of socio-economic transformation. As a result, in 1994 the newly elected democratic government was mandated to develop a comprehensive education and training system that is responsive to the needs of the country and its citizens. The National Skills Development Strategy (NSDS) was then introduced as a vital strategy for addressing the endemic poverty, dire national skills shortage, chronic unemployment rate, and shockingly poor education levels. Learnerships were conceptualized as the flagship of skills development initiatives and an important vehicle for addressing the above stated social ills. The literature review revealed the learnership as a uniquely South African corporate training programme grounded on internationally acclaimed principles of work-based learning. Learnerships were hyped as specialized skills development programmes aimed at assisting new entrants into employment, providing access to new forms of income generation, thus improving the quality of life of the poor. The aim of this study was to investigate learners’ views regarding the role and success of learnerships organized by the Ekurhuleni Metropolitan Municipality. It also seeks to determine whether the learners’ views and expectations are compatible with the concept of learnerships. An inductive-qualitative approach was followed. Purposive sampling method was used in order to select twelve learners whose information was rich in content. Data was collected using one-on-one semi-structured interviews with learners enrolled for different learnership programmes.Categorical analysis was employed; by organizing data into workable units, while looking for codes, categories and themes. The study revealed that learners were generally satisfied with the learnership programme, as they indicated that the training met and even exceeded their expectations. However, judging from the literature review and data analysis it was clear that during the conceptualization of learnerships, learners’ views were never sought. Learners seem to have accepted the pre-packed competency based training as a norm. They uncritically expect the employer-determined curriculum to somehow cater for their personal needs and aspirations
  • Full Text:

Work integrated learning for South African mine surveyors, a seven year journey

  • Authors: Grobler, Hendrik
  • Date: 2015-06-23
  • Subjects: Work integrated learning , Mine surveying , Experiential learning
  • Type: Article
  • Identifier: uj:5112 , ISBN 978-3-86012-505-2 , http://hdl.handle.net/10210/13940
  • Description: The current strength of the National Diploma: Mine Surveying qualification is considered to be the experiential learning component of one year. With the introduction of a new Bachelor degree in Mine Surveying this critical component of the current qualification will no longer form a core component due to a number of legislative and safety concerns. A model that will incorporate most of these requirements is required to replace the current experiential learning model. In order to ensure that all aspects of such a programme is considered a critical review of current experiential learning practices are made. An analysis of some of the shortcomings identified over the past seven years are discussed. In conclusion the introduction of second level qualifications designed to address the critical stage between graduation and professional registration is discussed and a model of training is proposed.
  • Full Text:

Creating future-fit leaders : towards formalising service learning in university programmes

  • Authors: Taylor, Susanne , Spowart, Jane
  • Date: 2014
  • Subjects: Service learning , Experiential learning
  • Type: Article
  • Identifier: uj:5348 , http://hdl.handle.net/10210/13142
  • Description: Service learning as a form of experiential learning has become a more common component in higher education in South Africa. The aims of service learning (SL) may be briefly stated as engendering a sense of civic responsibility in students prior to their entering the world of employment. SL is, by definition, a mutually beneficial arrangement, during which both parties derive benefit and contribute to the exchange of learning. SL is a formal component of qualifications and, as such requires that suitable SL placements in community settings are identified. This necessitates that partnering agreements are concluded, that both the student and community hosts are prepared for the SL and that assessment and feedback occurs. The Faculty of Management at the University of Johannesburg in South Africa prides itself on educating future-fit leaders. This is accomplished by excellent academic programme offerings, many of which have work integrated learning components that allow students to complement the classroom theory learnt with authentic supervised and assessed workplace experience. The focus of SL, however, is to ensure that students understand the society that they will be working in and entrenching a sense of civic mindedness. As SL sites are not always readily available and as the universities need to ensure placement opportunities for all students in a programme with a formal SL component, this paper will propose that a phased-in approach to SL in the Faculty is pursued, exploring the notion of working via the international association ENACTUS (the acronym derived from Entrepreneurial, Action and US) to establish linkages that would lead to formalisation of partnership arrangements. ENACTUS describes itself as ‘a community of student, academic and business leaders committed to using the power of entrepreneurial action to transform lives and shape a better more sustainable world.’ Participation in ENACTUS is voluntary and is not linked to any formal academic programme credit. It is anticipated that such an approach will result in a win-win situation both for the ENACTUS students at the University of Johannesburg and then the Faculty of Management specifically as it builds a potential SL partner base. The Faculty offers a wide range of programmes, including Hospitality Management, Tourism, Information Technology, Human Resource Management, various Management programmes, as well as Entrepreneurship. These programmes are well-suited to support the ENACTUS project as it enables students from across disciplines to work and learn together - and make a difference to the lives of others. An ENACTUS-UJ and Faculty of Management partnership will thus be mutually beneficial, serving as a springboard for the introduction of SL in the various academic programmes, thus making this a formal and credit-bearing study component in the Faculty. Communities that benefit from ENACTUS programmes will then have sustained support and move from being recipients of service to partners in the learning process of student. The paper will explain the concepts community engagement and community service, contrasting these with an overview of the theory of experiential education of which SL is a form. Taking the approach of community engagement, specifically via ENACTUS is proposed as a springboard to more sustained SL in the Faculty of Management at the University of Johannesburg, with mutual reciprocity and benefit to the university, its students and the community.
  • Full Text:

Transformative learning and mapping creativity : a case study of South African designer

  • Authors: Dreyer, Anne-Mare
  • Date: 2011-11-30
  • Subjects: Adult learning , Creative ability , Transfer of training , Experiential learning
  • Type: Thesis
  • Identifier: uj:1760 , http://hdl.handle.net/10210/4114
  • Description: M.Ed. , The purpose of this study was to explore whether the development of exceptional creativity could be linked to transformative learning. Although the theory of transformative learning, as defined by Mezirow in 1978 from his study of women returning to college, has stimulated much discussion in the field of adult education, a review of the literature on transformative learning and the study of creativity revealed no descriptions of transformative learning linked to the development of creativity in an adult. Mezirow claims that our experiences do not have meanings in themselves, but that we bring to our experiences an accumulation of past experiences, knowledge and learning. The meanings we make out of our experiences are thus socially constructed and context-dependant. This study explored whether the "meaning-making" of experience, and the way in which it is construed, validated and reformulated, could be linked to the development of exceptional creativity. A qualitative design was used utilizing an interpretive case study as research format. The case, an African designer was selected purposefully on the basis of two criteria: she is· exceptionally creative and her life has been characterized by major transitions. A series of in-depth interviews were conducted with the case as the method of data collection. The interviews focused on the case's life-story, and aimed at establishing whether her life-story could be linked to phases of "meaning becoming clarified," and whether transformative learning may have occurred in her creative development. The data was analysed using the constant comparative method of data collection. A main finding emerged from the data. The phases of transformation were set off by more than one disorienting dilemma which had its roots in the changing sociopolitical context of South Africa. As speculated, the development trajectory of the case's creativity can be linked to transformative learning. From the data it is evident that the development of exceptional creativity is intertwined with the phases of transformative learning and that both processes share numerous commonalities, compati~ilities and blurred boundaries. Although it must be kept in mind that this investigation was based on a single case, the study indeed demonstrated that there is a relationship between transfonnative learning and the development trajectory of exceptional creativity in an adult. Furthermore, if creativity is to be viewed as a multidimensional construct, and creative accomplishment as representing the interaction or confluence among these dimensions, then the development of exceptional creativity in this particular case can be seen as an expression of transfonnative learning. The finding not only provides a description of the development of exceptional creativity linked to transfonnative learning, but also reveals the significance of transfonnative learning as a process for the study of creativity in which creativity can be seen as an expression of the transfonnative learning process.
  • Full Text:

'n Ondersoek na leerstyle by universiteitstudente

Building professional competencies though a service learning ‘gallery walk’ in primary school teacher education

  • Authors: Ramsaroop, Sarita , Petersen, Nadine
  • Date: 2020
  • Subjects: Experiential learning , Non-placement work-integrated learning , Pedagogical content knowledge
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/440205 , uj:38328 , Ramsaroop, S., Petersen, N. 2020: Building professional competencies though a service learning ‘gallery walk’ in primary school teacher education.
  • Description: Abstract: , This article reports on a service learning (SL) project in a South African primary school teacher education programme, as experiential and practice-based pedagogy in a social studies methods course. We aimed to broaden understanding of service learning as a form of nonplacement work-integrated learning for the development of teacher professional competencies. Student teachers drew on topics in the middle school social studies curriculum and incorporated indigenous geographical elements with local community history in the design of a SL ‘gallery walk’ for grade five learners. Using a generic qualitative design, data were generated from students’ and teachers’ reflective journals, lesson plans, photographs and video recordings. It was analysed for common content themes and prominent discourse markers of students’ developing professional knowledge and competencies. The findings provide evidence of deepened student learning, particularly on the influence of context and curriculum differentiation and how their struggles with group work enabled the development of collaboration and co-operation required by professionals. In addition, the service learning prompted changing notions of citizenship and reciprocity of learning.
  • Full Text:

Using the business plan as a start- up experiential teaching tool

  • Authors: Dhliwayo, Shepherd
  • Date: 2021
  • Subjects: Business planning , Experiential learning , Application
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/488299 , uj:44480 , Citation: Dhliwayo, S.2021. Using the business plan as a start- up experiential teaching tool
  • Description: Abstract: Debate around the usefulness of business planning is ongoing. Some authors view business planning as a waste of time, while others believe it is a necessary, worthwhile exercise. Though this article delves briefly into the debate, its main aim is to show how the business planning process is used as a tool in teaching fifth-year medical students to establish their practices upon graduation. This article explores how the business planning process is implemented using both classroom and field activities. Actual activities carried out are outlined to demonstrate how the module content is applied in the learning process. The study shows that business planning is a useful experiential teaching tool. The limitations of the study is that views of the programme’s graduates on the usefulness of the business planning approach was not probed and this should be done in future studies.
  • Full Text:
  • 1
  • Disclaimer
  • Privacy
  • Copyright
  • Contact