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Enhancing quality academic practice through integrated industry-based learning
Thesis (PhD)--University of Pretoria, 2012.
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University of Pretoria
2013
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| _version_ | 1867613621877473280 |
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| access_status_str | Open Access |
| author2 | Du Toit, Pieter Hertzog |
| author_browse | Du Toit, Pieter Hertzog |
| author_facet | Du Toit, Pieter Hertzog |
| collection | Thesis |
| dc_rights_str_mv | © 2012 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2012. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/24125 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:39:04.068Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/24125 Enhancing quality academic practice through integrated industry-based learning Du Toit, Pieter Hertzog phuthin_07@yahoo.com Phuthi, Nduduzo Student supervision Assessment Industrial attachment Curriculum coherence Engagement Workplace-based learning Quality Industry-based learning Research-enhanced learning Student placement UCTD Thesis (PhD)--University of Pretoria, 2012. Universities in Zimbabwe have universally adopted a full-year integrated undergraduate student workplace-based learning pedagogy following the precedent set in 1991 by one pioneering university, the National University of Science and Technology. In this explorative study I analyse participants’ views, reflections and understanding of how the full-year model of workplace-based learning enhances quality academic practices and impacts on short, medium and long-term visions and opportunities for students and other stakeholders. I employed the embedded concurrent mixed methods research design (Creswell&Clark, 2007) using interviews with lecturers, university administrators and industry supervisors, as well as open-ended questions in three matched versions of a questionnaire to students, lecturers and industry supervisors respectively. The same questionnaire provided quantitative data that was statistically analysed. Interviews were conducted with 24 participants from the university under study, industry and other universities, while 363 university students, 40 NUST lecturers and 34 industry supervisors responded to the respective questionnaires. Students, lecturers and industry supervisors concurred on the coherence between industry experiences and university learning, the beneficial experiences at the workplace, and the relevance of those experiences to society, confirming the expressed view that industry-based learning promoted quality learning and teaching, and enabled students to become work-ready. However there were perceptions of inadequate student supervision and assessment, unsatisfactory student welfare safeguards, inadequate research enthusiasm among lecturers, and the lack of involvement of the whole spectrum of industry categories. There was an underlying regard for lifelong learning enabling societal transformation into the increasingly dominant industrialised culture. Lecturers indicated an appreciation for a holistic orientation to teaching and learning (Taylor, 2009), and were inclined towards adopting the hermeneutic approach to education (Danner, 2002). It is recommended, among other things, to revitalise effective practices through staff development efforts, increasing student knowledge and empowerment, and strengthening collaborative platforms between the university and its industry partners. Chief among the suggestions for future research is the understanding and promotion of student welfare during their placement in the workplaces. Science, Mathematics and Technology Education unrestricted 2013-09-06T16:43:03Z 2013-04-26 2013-09-06T16:43:03Z 2013-04-16 2012 2013-04-24 Thesis Phuthi, N 2012, Enhancing quality academic practice through integrated industry-based learning, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/24125 > D13/4/395/ag http://hdl.handle.net/2263/24125 http://upetd.up.ac.za/thesis/available/etd-04242013-085720/ © 2012 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Student supervision Assessment Industrial attachment Curriculum coherence Engagement Workplace-based learning Quality Industry-based learning Research-enhanced learning Student placement UCTD Enhancing quality academic practice through integrated industry-based learning |
| title | Enhancing quality academic practice through integrated industry-based learning |
| title_full | Enhancing quality academic practice through integrated industry-based learning |
| title_fullStr | Enhancing quality academic practice through integrated industry-based learning |
| title_full_unstemmed | Enhancing quality academic practice through integrated industry-based learning |
| title_short | Enhancing quality academic practice through integrated industry-based learning |
| title_sort | enhancing quality academic practice through integrated industry based learning |
| topic | Student supervision Assessment Industrial attachment Curriculum coherence Engagement Workplace-based learning Quality Industry-based learning Research-enhanced learning Student placement UCTD |
| url | http://hdl.handle.net/2263/24125 http://upetd.up.ac.za/thesis/available/etd-04242013-085720/ |