The mission of the University of the Free State (UFS, 2010) is the pursuit of
scholarship as embodied in the creation, integration, application and transmission of
knowledge. This pursuit is acknowledged by promoting, among other things,
community service and the development of the total student as part of the
Universityâs academic culture. One of the reasons for having students participate in
community service-learning (CSL) modules is that these modules address two
components of the Universityâs mission: community service and the development of
the total student. This links with the required transformation stipulated in the White
Paper on the Transformation of Higher Education of 1997 (SA, 1997: 7â8).
Many claims have been made as to the benefits students derive from participation in
CSL modules (Astin & Sax, 1998; Bringle & Hatcher, 1996; Furco, 2002). These
benefits can be divided into personal, interpersonal, academic and social benefits.
Personal benefits include self-efficacy, self-knowledge, personal development
(Simons & Cleary, 2006) as well as improved leadership skills, relationship skills and
the definition of personal strengths and weaknesses (Mouton & Wildschut, 2005).
Interpersonal benefits include interpersonal development, problem-solving skills
(Simons & Cleary, 2006), working more effectively with others (Furco, 2002),
awareness of cultural differences and awareness of cultural stereotypes (Mouton &
Wildschut, 2005). Academic benefits include academic development, a better
appreciation of academic work (Furco, 2002), the application of theory that improves
skills such as critical observation, analysis and application (Winfield, 2005), as well
as an increased understanding of the theoretical aspects (Erasmus & Jaftha, 2005).
Social benefits include involvement in the community (Furco, 2002) and an
increased awareness of community life and challenges (Erasmus & Jaftha, 2005).
The literature highlights the diverse benefits of participating in CSL modules.
However, the question arises whether the benefits derived are related to the
competencies required by a person entering the recreation industry. The purpose of
the study was to determine which competencies, if any, as seen from the studentsâ
perspective, increased by participating in the CSL module offered by the Department
of Exercise and Sports Sciences at the University of the Free State. The research was undertaken from a phenomenological viewpoint. Through a
literature and job analysis study the competencies required in the recreation industry
were identified. It was then determined what competencies students thought they
would be able to gain by doing the module. Then the competencies that students
perceived to have gained during the CSL module were obtained through student
reflections. This data was then compared to the literature and job analysis
information to determine how the perceived competencies gained by students
through the CSL module relate to the competencies needed by a recreation
specialist.
Multimethod strategies of data collection were used. A literature study and a web
search were undertaken to determine the required competencies. The nominal group
technique (NGT) was used to determine studentsâ perceptions of competencies
required. Structured and unstructured reflection and the NGT of interviewing were
employed to determine the perceived gain of competencies.
With regard to the competencies identified (through literature, job descriptions and
student perceptions) that would be required in the recreation industry, results
showed that students did indeed feel that their competencies increased. Four main
themes were identified: communication, management skills, group dynamics and
cultural diversity and self-evaluation. The findings indicate that CSL should be
considered by lecturers in recreation as a pedagogical tool to impart competencies
that are difficult, if not impossible, to teach to students in the normal classroom setup.
When selecting CSL as an educational mode during the planning and
conceptualisation of the module, it should be ensured that the module is designed in
such a way that it imparts specific competencies that are required in the recreation
industry.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-10172011-094445 |
| Date | 17 October 2011 |
| Creators | Coetzee, Brenda Audrey |
| Contributors | Dr L Naudé, Prof HJ Bloemhoff |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-10172011-094445/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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