Considering the point that existing WIL programmes are somewhat amorphous and do not optimally utilise available technologies, the TUT decided to embrace a technology-based WIL framework for improving its WIL programmes. Inspired by the fact that assessment is fundamental to the success of any WIL programme, the researcher wanted to attend to e-assessment within the context of WIL. Hence, this study intended to identify and examine the factors that should be included in the development of e-assessment as component of WIL. In addition, it was also aimed at determining the resultant experiences, emanating from the determined factors, of the implementation of e-assessment as component of WIL. By conducting a literature and an empirical study, the purpose of the study was realised. Based on the literature study, the importance and relevance of WIL as authentic learning experience was described, while e-assessment was explained, discussed and justified within the context of WIL. For the empirical study, a sequential, embedded mixed-methods research design, anchored in an exploratory case study, was executed in two phases. In Phase 1, the factors that should be included in the development of e-assessment as component of WIL were determined by means of individual interviews with institutional WIL coordinators and a document study of relevant TUT documents. From the data obtained in this phase of the study, a prototype of e-assessment as component of WIL was developed and implemented. In Phase 2, online questionnaires and online individual interviews, supplemented by face-to-face focus group interviews, were used to uncover the experiences of workplace mentors and WIL students of the implementation of the prototype of e-assessment as component of WIL. The key findings of the empirical study confirmed that assessment is fundamental to the success of WIL. Although optimism about the implementation of e-assessment was revealed, the empirical data further indicated that a variety of factors needs to be considered for its successful implementation. Amongst others, it was suggested that e-assessment should be institutionally driven; that special care should be taken to ensure access to and availability of appropriate technology; that all stakeholders should be subjected to proper orientation and training regarding e-assessment, and that collaboration between the workplace and the academic institution should be improved. It was furthermore suggested that assessment tasks should meaningfully relate to the realities of the workplace; that the development of assessment tasks should be meticulously done and that such tasks should be regularly revised and that attention should be given to constructive feedback to enable student growth and development. By considering the experiences regarding the implementation of the prototype of e-assessment, a more sophisticated version was proposed. The study concluded by indicating its limitations and suggested areas for further research. In the final analysis it was resolved that this study laid the foundation for exploring e-assessment in the context of WIL more vigorously, since e-assessment shows remarkable potential to benefit students, academic departments and workplace environments. / PhD (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2015

Considering the point that existing WIL programmes are somewhat amorphous and do not optimally utilise available technologies, the TUT decided to embrace a technology-based WIL framework for improving its WIL programmes. Inspired by the fact that assessment is fundamental to the success of any WIL programme, the researcher wanted to attend to e-assessment within the context of WIL. Hence, this study intended to identify and examine the factors that should be included in the development of e-assessment as component of WIL. In addition, it was also aimed at determining the resultant experiences, emanating from the determined factors, of the implementation of e-assessment as component of WIL. By conducting a literature and an empirical study, the purpose of the study was realised. Based on the literature study, the importance and relevance of WIL as authentic learning experience was described, while e-assessment was explained, discussed and justified within the context of WIL. For the empirical study, a sequential, embedded mixed-methods research design, anchored in an exploratory case study, was executed in two phases. In Phase 1, the factors that should be included in the development of e-assessment as component of WIL were determined by means of individual interviews with institutional WIL coordinators and a document study of relevant TUT documents. From the data obtained in this phase of the study, a prototype of e-assessment as component of WIL was developed and implemented. In Phase 2, online questionnaires and online individual interviews, supplemented by face-to-face focus group interviews, were used to uncover the experiences of workplace mentors and WIL students of the implementation of the prototype of e-assessment as component of WIL. The key findings of the empirical study confirmed that assessment is fundamental to the success of WIL. Although optimism about the implementation of e-assessment was revealed, the empirical data further indicated that a variety of factors needs to be considered for its successful implementation. Amongst others, it was suggested that e-assessment should be institutionally driven; that special care should be taken to ensure access to and availability of appropriate technology; that all stakeholders should be subjected to proper orientation and training regarding e-assessment, and that collaboration between the workplace and the academic institution should be improved. It was furthermore suggested that assessment tasks should meaningfully relate to the realities of the workplace; that the development of assessment tasks should be meticulously done and that such tasks should be regularly revised and that attention should be given to constructive feedback to enable student growth and development. By considering the experiences regarding the implementation of the prototype of e-assessment, a more sophisticated version was proposed. The study concluded by indicating its limitations and suggested areas for further research. In the final analysis it was resolved that this study laid the foundation for exploring e-assessment in the context of WIL more vigorously, since e-assessment shows remarkable potential to benefit students, academic departments and workplace environments. / PhD (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2015

Published Article / In universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.

Magister Commercii (Industrial Psychology) - MCom(IPS) / The dominant influence of Western and European psychology on the African educational system brought about a specific point of view for the teaching curriculum (Heleta, 2016), which also spilled over into the workplace and job training practices. The present study gave a brief review of the history and development of the Industrial Psychology curriculum in South African higher education institutions. It also highlighted the dominant influence of Western and European psychology on the African educational system that brought about a non-African (i.e. Western scientific model) psychological discipline in the teaching curriculum. The study sought to examine the contextual relevance of Industrial Psychology training at a University in the Western Cape. Furthermore, the study investigated how the concepts and frameworks of Euro-Western Industrial Psychology affect graduates entering into a multi-cultural work context. The need was found for a teaching and learning curriculum that prepares students with multi-cultural knowledge, thus enabling graduates to embrace a diverse work environment. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. These themes were analysed to provide findings from which relevant conclusions could be drawn. The findings varied due to diverse groups of participants with differing workplace expectations. However, participants agreed on the need for introducing more African examples in the teaching and learning of Industrial Psychology, to ensure the curriculum is applicable to a work context of a developing country such as South Africa. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. These themes were analysed to provide findings from which relevant conclusions could be drawn. The findings varied due to diverse groups of participants with differing workplace expectations. However, participants agreed on the need for introducing more African examples in the teaching and learning of Industrial Psychology, to ensure the curriculum is applicable to a work context of a developing country such as South Africa. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University.Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. The researcher followed a qualitative research design with semi-structured interviews to collect data. The researcher followed a qualitative research design with semi-structured interviews to collect data. The method of thematic analyses was used and the themes identified manually from the transcribed interviews. Ethical considerations of the study did adhere to the guidelines from the Ethics Committee of the particular University. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry. Recommendations were made to help other universities in South Africa see the need for not only contextualising the curriculum of Industrial Psychology, but redefining teaching techniques in line with expectations from the industry.

Published Article / Work-Integrated Learning (WIL) is a form of Experiential Learning (EL) which implies learning by experience. This article represents the findings of a study regarding the roles of WIL and how such roles can be quantified when measured against the achievement of Critical Cross-Field Outcomes (CCFOs). The study was based on an empirical mixed-method triangulation, which allowed the researchers to use both qualitative and quantitative methods to address the research problem. The sample size is 35, constituting the third and fourth-year groups in the Hospitality Management programme at a higher education institution in South Africa. The results of the quantitative study indicate that the students have identified various roles for WIL whereas the quantitative investigation revealed that students are of the opinion that WIL contributes significantly towards the achievement of CCFOs. WIL therefore contributes to skills development in general and to the attainment of skills and attributes as represented by the CCFOs in particular. Recommendations regarding the implications of the study are made for curriculation purposes as well as for credit values to be attached to WIL.

Syftet med att genom deltagande observationer studera stöd inom en svensk vuxenutbildningsverksamhet var att sätta stöd i vuxnas lärande på dagordningen och kommunicera vikten av ett inkluderande arbetssätt för lärande. Arbetssätt som bygger på en synergistisk samverkan mellan miljö och pedagogik. Resultatet visar att det finns utvecklingspotential i verksamheten genom att öka och bredda det kollegiala lärandet, samarbete kring eleverna samt tydliggöra stödet som en röd tråd i verksamhetens olika delar. Det kan till exempel handla om att redan vid ansökan låta eleverna delge sina behov av, eller misstanke om behov av stöd. Vidare vid antagning låta eleverna möta lärare för kartläggning och låta utbildningen genomsyras av studieteknik individuella möjligheter till anpassningar. Därtill återfanns behov av tydlig kommunikation kring struktur och rutiner där det klart definieras vem som gör vad, hur och varför. / The purpose of conducting participating observations within a Swedish adult education was to put the support in the learning of adults on the agenda. Also, it concerned the importance of an inclusive way of working for learning. This is a way of working which is based on a synergistic cooperation between environment and pedagogy. The result shows that there is a potential for development within the organization through increasing and broadening the learning among and between colleagues. Moreover it is about cooperation in the work with the students whereas it is important to make the support visible as a red thread through the organizational work. For example, the students already in their applications be able to acknowledge needs or suspected needs of support in learning. At admittance, students can meet teachers for mapping their situation and thereafter let the education be permeated by study techniques and individual possibilities for adjustments. Furthermore, the results showed need for distinct communication regarding structure and routines in which it is clearly stated who does what, how and why.

Currently, new knowledge domains and professions emerge as a consequence of societal changes that transform that conditions for work and work integrated learning. Integration work directed to newly arrived immigrants is one example of such a new professional knowledge domain. In civic orientation, which is the empirical case in this study, quality, standardization and dialogue are explicit strategies that impact the planning, organization and decision-making in everyday work. The interest in this thesis concerns the professional knowledge that is developed in activities aiming to provide heterogeneous groups of immigrants an orientation in the Swedish society. By making activity systems the prime unit ofanalysis and scrutinizing the ways in which integration workers make use of a stipulated course material and interactions in a specific context, the aim is to contribute to the understanding of the pedagogical and communicative knowledge that is developed in practice. The analytical approach takes its point of departure in a socio-cultural perspective on workplace studies. Three separate studies have been carried out in which the empirical data consist of observations,interviews, video recordings, field notes and documents from various integration offices.The results show that different perspectives on knowledge and culture becomes relevant in local discourses on quality in integration work. What distinguishes the integration workers professional knowledge concern seeing and understanding the heterogeneity of immigrants' cultural backgrounds and bridging boundaries.Culture function as an organizing element in work that makes it possible to make distinctions and organize a contextually relevant content that can be elaborated together with the members in the groups. Such work imply transformation of procedures and it is shown that the integration workers develop their knowledge from specific situations to understand the significance of textually mediate dimeanings in other situations. Knowledge is developed as the integration workers move between different situations and activities. It is concluded that the meaning-making involved in bridging between different cultural contexts relies on extensive knowledge in and about the recognition of the other and of interactions based on equal grounds. Negotiating agreements with the members of the groups about how common possibilities and responsibilities can be understood is central for respecting heterogeneity in the process and is at the core of the integration workers professional knowledge. Considering the future development of integration work, cumulative structures are needed that recognize and support the development of the integration workers professional knowledge within as well as between organizations and other related fields of practice and in relation to higher education.

<p>Through this project -“Projekt Pedadoggen”- I have tested dog training as a pedagogical resource at Daily activities. The study was made together with a group of persons with intellectual and neuropsychiatric disabilities, whose daily activities consist of running a day-care centre for dogs. Each participator of the project trained a dog towards a specific goal. This goal was individually formulated by each participator from his or her specific interest. The participators chose to set up a show, which was planned and performed by them selves. </p><p>At the end of the project the participators were interviewed about their experiences of taking part on the project. Together with notes from the training, these interviews were the foundation of the hermeneutic influenced analysis. The theoretical outpost touches job satisfaction, work-integrated learning and the role of the pedagogue. </p><p>The main conclusion is that dog training can create good conditions for personal development which favour both the work-integrated learning and the lifelong learning. The role of coaching creates opportunities for personal development, among other things by giving the participators opportunities to plan, to work towards a goal, to read and adjust another individual, to improvise, to learn about exercise psychology, etcetera. The training with dogs creates lots of opportunities for interaction, for examples between the participator and participator, between the participator and the dog, and between the participator and people outside the work place. A positive aspect which was stressed by the participators is their own job satisfaction as well as the job satisfaction of the dog. They also stressed the special friendship which can develop between human and dog.</p>

Through this project -“Projekt Pedadoggen”- I have tested dog training as a pedagogical resource at Daily activities. The study was made together with a group of persons with intellectual and neuropsychiatric disabilities, whose daily activities consist of running a day-care centre for dogs. Each participator of the project trained a dog towards a specific goal. This goal was individually formulated by each participator from his or her specific interest. The participators chose to set up a show, which was planned and performed by them selves. At the end of the project the participators were interviewed about their experiences of taking part on the project. Together with notes from the training, these interviews were the foundation of the hermeneutic influenced analysis. The theoretical outpost touches job satisfaction, work-integrated learning and the role of the pedagogue. The main conclusion is that dog training can create good conditions for personal development which favour both the work-integrated learning and the lifelong learning. The role of coaching creates opportunities for personal development, among other things by giving the participators opportunities to plan, to work towards a goal, to read and adjust another individual, to improvise, to learn about exercise psychology, etcetera. The training with dogs creates lots of opportunities for interaction, for examples between the participator and participator, between the participator and the dog, and between the participator and people outside the work place. A positive aspect which was stressed by the participators is their own job satisfaction as well as the job satisfaction of the dog. They also stressed the special friendship which can develop between human and dog.

Syftet med uppsatsen är att beskriva och kartlägga hur socialpedagoger arbetar på särskilt boende. Studien belyser hur delaktighetsbegreppet är kopplat till lärande i vardagliga situationer för personer med funktionshinder. Studien fokuserar på begreppen delaktighet och lärande samt hur socialpedagoger arbetar med detta. Frågeställningarna som besvaras är: Vad är socialpedagogernas roll på gruppboenden? Hur arbetar socialpedagoger för att få brukaren delaktig i vardagliga situationer på gruppbostäder? På vilket sätt arbetar socialpedagoger med att främja brukarens lärande i vardagsarbetet på gruppbostäder? Metoden i studien utgår från en kvalitativ ansats med grund i ett fenomenologiskt perspektiv. Grundtanken var att inhämta empiri från kvalitativa enkäter, arbetet har kompletterats med intervjuer. Vi har kodat och kategoriserat materialet och fått fram kategorierna: socialpedagogik, delaktighet och lärande. Teorierna och perspektiven är kopplade till kategorierna. Resultatet av studien presenteras i form av citat tagna ur enkäterna och intervjuerna. I analysen har vi kopplat ihop teorin med empirin och försökt se samband och likheter i materialet. Vår tolkning är att socialpedagogik, delaktighet och lärande hör ihop, samt att socialpedagogerna använder sig av dessa begrepp i sitt arbete. Studiens slutsatser är att lärandet sker i vardagen och att brukaren kan vara delaktig i en situation men inte i en annan. Det beroende på omgivande faktorer, exempelvis personal och samhället/miljön. Socialpedagogen arbetar för att ovanstående ska främjas. I diskussionsdelen framgår våra tankar om studien, vad som hade kunnat utvecklas mer samt vad som kan vara alternativa studier. / The purpose of this study is to identify how a social pedagogue works at sheltered accommodation. The study illustrates how the participation is connected to learning in everyday situations of people with disabilities. The study is based on a social pedagogical approach and focuses on participation, learning and how social pedagogue works with this concept. The questions we will answer in our study are: What is the social pedagogues roll at a sheltered accommodation? How social pedagogues get the individual to participate in everyday situations in the sheltered accommodation? How social pedagogues work to promote individual learning in everyday situations in the sheltered accommodation? As method we used a qualitative approach with a base in a phenomenological perspective. We have also supplemented with other methods books. The fundamental idea was to base the study on qualitative surveys, we have also complimented with interviews. We have coded and categorized, the category we came up with was Social pedagogical, participation, learning. The theories and perspectives we have used are connected with our categories. The outcome of the study is presented in quotes taken from the surveys and interviews. We have connected the theory with our study in the analyses and try to see connections and similarities in our material. Our interpretation is that social pedagogy, participation and learning is related to each other. And the social pedagogues use these concepts in their work. Our conclusions are that we are learning in the everyday and the individual can be participation in one situation but not in another one. It depends on environmental factors such as staff and community/environment. The social pedagogue works for this to be promoted. Our thoughts about the study and what we want to develop is processed in the discussion part.