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).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:7286 |
| Date | 02 November 2012 |
| Creators | Wait, Marius Stephanus |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
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