Engineering work integrated learning : a case study in problem-based research and development projects
- Tamin, M. Della, Meyer, J., Nel, H.
- Authors: Tamin, M. Della , Meyer, J. , Nel, H.
- Date: 2016
- Subjects: Work-integrated learning , Research and development , Internship
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/215118 , uj:21366 , Citation: Tamin, M.D., Meyer, J & Nel, H. 2016. Engineering work integrated learning : a case study in problem-based research and development projects.
- Description: Abstract: The case study presented in this paper is based on an internship program at a company located in Johannesburg South Africa. It aims to show an innovative problem-based research and development approach through an engineering work-integrated learning programme with technologist engineering interns. Through the case study, theoretical, practical and proper decision making have emphasized the understanding of problem solving strategy in research and development with interns. A thorough follow-up of the processes described in this paper could potentially enable decision makers to develop the skills of more engineers. A working model is presented to show how the system can be replicated.
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- Authors: Tamin, M. Della , Meyer, J. , Nel, H.
- Date: 2016
- Subjects: Work-integrated learning , Research and development , Internship
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/215118 , uj:21366 , Citation: Tamin, M.D., Meyer, J & Nel, H. 2016. Engineering work integrated learning : a case study in problem-based research and development projects.
- Description: Abstract: The case study presented in this paper is based on an internship program at a company located in Johannesburg South Africa. It aims to show an innovative problem-based research and development approach through an engineering work-integrated learning programme with technologist engineering interns. Through the case study, theoretical, practical and proper decision making have emphasized the understanding of problem solving strategy in research and development with interns. A thorough follow-up of the processes described in this paper could potentially enable decision makers to develop the skills of more engineers. A working model is presented to show how the system can be replicated.
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Factors affecting progress of South African planning students' in problem-based learning : a contextual approach based on work integrated learning experience
- Authors: Onatu, George
- Date: 2013
- Subjects: Work-integrated learning , Career progression
- Type: Article
- Identifier: uj:4845 , http://hdl.handle.net/10210/12512
- Description: The purpose of this study is to investigate and compare the factors affecting the progress of planning student in an environment that they are assigned to one specific task as compared to where they are assigned into multiple tasks. The paper tends to suggest way to support work-integrated learning for knowledge work as this pose great challenge to future career progression and practice.
- Full Text:
- Authors: Onatu, George
- Date: 2013
- Subjects: Work-integrated learning , Career progression
- Type: Article
- Identifier: uj:4845 , http://hdl.handle.net/10210/12512
- Description: The purpose of this study is to investigate and compare the factors affecting the progress of planning student in an environment that they are assigned to one specific task as compared to where they are assigned into multiple tasks. The paper tends to suggest way to support work-integrated learning for knowledge work as this pose great challenge to future career progression and practice.
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Reflections and experiences of student paramedics undertaking international work-integrated learning (wil) placements
- Simpson, Paul, Thyer, Liz, Van Nugteren, Ben, Mitchell, Glen, Werner, Sarah.
- Authors: Simpson, Paul , Thyer, Liz , Van Nugteren, Ben , Mitchell, Glen , Werner, Sarah.
- Date: 2016
- Subjects: Paramedicine , Work-integrated learning , International , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/122422 , uj:20653 , Citation: Simpson, P. et al. 2016. Reflections and experiences of student paramedics undertaking international work-integrated learning (wil) placements.
- Description: Abstract: Please refer to full text to view abstract
- Full Text:
- Authors: Simpson, Paul , Thyer, Liz , Van Nugteren, Ben , Mitchell, Glen , Werner, Sarah.
- Date: 2016
- Subjects: Paramedicine , Work-integrated learning , International , Qualitative
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/122422 , uj:20653 , Citation: Simpson, P. et al. 2016. Reflections and experiences of student paramedics undertaking international work-integrated learning (wil) placements.
- Description: Abstract: Please refer to full text to view abstract
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The uncertainty of information management for the work integrated learning process through the lense on the theory of motivated information management
- Authors: Brink, Roelien
- Date: 2017
- Subjects: Work-integrated learning , Theory of Motivated Information Management , Personal information management
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/251771 , uj:26229 , Citation: Brink, R. 2017. The uncertainty of information management for the work integrated learning process through the lense on the theory of motivated information management.
- Description: Abstract: The Information Management (IM) for the Work-Integrated Learning (WIL) process distinguish between two main levels of IM which are referred to as personal information management (PIM) and organizational information management (OIM). The concept boundary-spanning is also discussed as it impacts on the relationship between the triad partnerships on the IM function related to WIL. To strengthen this boundary-spanning between the triad partners of WIL the Theory of Motivated Information Management (TMIM) provides the foundation on which uncertainty that develops in the triad relationship of WIL can be used to facilitate solutions. The triad partnership for WIL is based on relationships. These relationships are critical to manage information for WIL as it requires specific links between the triad partners to facilitate an effective and efficient IM approach for WIL. This article highlighted how the TMIM can help to strengthen the boundary-spanning between the triad partners and how it can minimize the uncertainty between the triad partners.
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- Authors: Brink, Roelien
- Date: 2017
- Subjects: Work-integrated learning , Theory of Motivated Information Management , Personal information management
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/251771 , uj:26229 , Citation: Brink, R. 2017. The uncertainty of information management for the work integrated learning process through the lense on the theory of motivated information management.
- Description: Abstract: The Information Management (IM) for the Work-Integrated Learning (WIL) process distinguish between two main levels of IM which are referred to as personal information management (PIM) and organizational information management (OIM). The concept boundary-spanning is also discussed as it impacts on the relationship between the triad partnerships on the IM function related to WIL. To strengthen this boundary-spanning between the triad partners of WIL the Theory of Motivated Information Management (TMIM) provides the foundation on which uncertainty that develops in the triad relationship of WIL can be used to facilitate solutions. The triad partnership for WIL is based on relationships. These relationships are critical to manage information for WIL as it requires specific links between the triad partners to facilitate an effective and efficient IM approach for WIL. This article highlighted how the TMIM can help to strengthen the boundary-spanning between the triad partners and how it can minimize the uncertainty between the triad partners.
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Business students and work-life: Mind the gaps!
- Authors: Govender, C.M.
- Date: 2020
- Subjects: Work-integrated learning , Work-life , Business schools,
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/457970 , uj:40660 , Govender, C.M.: Business students and work-life: Mind the gaps!.
- Description: Abstract: Purpose: This paper aims to identify challenges in business school and business collaboration when implementing work-integrated learning (WIL) as a vehicle to enhance student work-life realities and possible employability opportunities. Design/methodology/approach: This paper adopts a five-step literature synthesis method. In-depth review and analysis of the existing literature of WIL challenges during the period 2009 to 2018 was conducted. Findings: The literature review revealed five major gaps identified in WIL projects, resulting from a lack of: institutional support; monitoring and assessment; student readiness; curriculum relevance; and host motivation. These challenges were related to differences or gaps in the business school and business domains. Seven propositions are suggested as a starting point to manage the five gaps when initiating WIL as a successful learning project. Practical implications: Our syntheses of challenges hampering WIL projects is highly relevant for deepening business school awareness and when planning to launch WIL projects. The Mind the WIL Gaps model and propositions deepen host-firm commitment and presents a realistic view on school-business interaction involving WIL students. Originality/value: The paper contributes by enabling WIL practitioners to gain a systematic overview of WIL challenges and pitfalls in the Mind the WIL Gaps model. Negative factors impacting on business school and business domains are highlighted in the model and paper propositions. Awareness, mindfulness and avoiding the pitfalls and gaps facing WIL students, schools and participating businesses ensures effective, efficient and successful WIL experiences and projects.
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- Authors: Govender, C.M.
- Date: 2020
- Subjects: Work-integrated learning , Work-life , Business schools,
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/457970 , uj:40660 , Govender, C.M.: Business students and work-life: Mind the gaps!.
- Description: Abstract: Purpose: This paper aims to identify challenges in business school and business collaboration when implementing work-integrated learning (WIL) as a vehicle to enhance student work-life realities and possible employability opportunities. Design/methodology/approach: This paper adopts a five-step literature synthesis method. In-depth review and analysis of the existing literature of WIL challenges during the period 2009 to 2018 was conducted. Findings: The literature review revealed five major gaps identified in WIL projects, resulting from a lack of: institutional support; monitoring and assessment; student readiness; curriculum relevance; and host motivation. These challenges were related to differences or gaps in the business school and business domains. Seven propositions are suggested as a starting point to manage the five gaps when initiating WIL as a successful learning project. Practical implications: Our syntheses of challenges hampering WIL projects is highly relevant for deepening business school awareness and when planning to launch WIL projects. The Mind the WIL Gaps model and propositions deepen host-firm commitment and presents a realistic view on school-business interaction involving WIL students. Originality/value: The paper contributes by enabling WIL practitioners to gain a systematic overview of WIL challenges and pitfalls in the Mind the WIL Gaps model. Negative factors impacting on business school and business domains are highlighted in the model and paper propositions. Awareness, mindfulness and avoiding the pitfalls and gaps facing WIL students, schools and participating businesses ensures effective, efficient and successful WIL experiences and projects.
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