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Faculty of Management Sciences

Permanent URI for this communityhttp://ir-dev.dut.ac.za/handle/10321/13

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Start date: 2020Subject: search.filters.subject.Education, Higher--South Africa

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    Developing an integrated systems thinking approach to assessment of work integrated learning at Universities of Technology
    (2024) Reddy, Radha; Skinner, Jane; Green, Paul
    Work integrated Learning (WIL) is understood as a component in the successful attainment of a qualification within an appropriate field, assisting significantly in accomplishing the graduate attributes as demanded by employers. WIL calls for the practical exposure and engagement of students in the workplace that is seen as the first point of transition from higher education into the world of work (WoW). WIL is reliant on the attainment of various skills all of which need assessment in order to authenticate their achievement. It has been documented that challenges exist with the management of WIL as it involves engagement between three parties, the higher education institution, the student and industry (the external partner). One of these challenges is the assessment of WIL, which currently presents a disjointed, complex situation within a qualification, presenting the need for a more planned, systematic approach for successful implementation. Another challenge inherent in this assessment is the engagement of two learning sites and the inclusion of the activities of three partners within the assessment of each student. The active role of students in their own assessment activities is required if attainment of graduate attributes is to be achieved within a student-centred approach, while the involvement of various assessors with varied abilities being responsible for assessing WIL trainees within varied industry environments all presents a situation full of inconsistencies in practice. The focus of this study is therefore on establishing an optimum system of assessment of WIL within a complex situation involving an integrated approach which will also allow for flexibility of practice within the numerous sectors of industry. The study adopted a Systems Thinking theoretical framework, with specific reference to Soft Systems Methodology (SSM), which focussed on identifying interconnectivity within the practices of assessment of WIL. The study is anchored in the interpretivist paradigm and implemented a mixed methods design, allowing for a triangulation of the findings for a clearer understanding of the practice of assessment within WIL. Five of the six Universities of Technology (UoTs) in South Africa, were included as the study population. Two departments from the Management Sciences Faculty of each UoT were selected based on their offering of the WIL programme. The study population included the Academic WIL co-ordinators, industry mentors and students who had undergone WIL training. Quantitative data (questionnaires) complemented and supplemented qualitative data (interviews) in strengthening the analysis and the interpretation of the findings. Quantitative data was analysed by a statistician adopting the SPSS software package, while the qualitative data was coded into themes and categories by the researcher. From the data analysis it emerged that for a successful practice of assessment of WIL to be attained, it is important that WIL becomes an integrated practice within a qualification, with scaffolded assessment activities throughout the qualification, designed to promote and develop student Learning, Teaching and Assessment (LTA) activities, allowing for a holistic assessment of WIL and WIL related activities. It is clearly in the interest of all WIL stakeholders to ensure the success of this process. It emerged that assessment of WIL needs to be incorporated as a mix of authentic cocreated activities that are not reliant on one assessor, but the product of integrated activities of the key partners (academic WIL co-ordinator, industry mentor and the student). The study presents a model for the attainment of this integrated assessment of WIL, in the context of the identified theoretical framework, the literature reviewed and the analysis of findings of this study. The study recommends that WIL practitioners adopt the integrated model of assessment of WIL with inclusion of scaffolded WIL activities within the curriculum and foster a relationship of inclusivity between students, WIL practitioners and Industry mentors in engaging in assessment of WIL. It is also recommended that a community of practice is established holistically within an institution, amongst other institutions of education as well as the industry partners.
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    Investigating the imperatives of research transformation at a University of Technology in South Africa
    (2022) Jinabhai, Chandrakala Daya; Bodhanya, Shamim
    This case study investigated the imperative of research transformation amongst academics at the selected Mangosuthu University of Technology (MUT) in South Africa, considering its low ranking of research output amongst 26 public higher education institutions (HEIs) by the South African Department of Higher Education and Training. The research problem for this case study was designed to investigate the main mitigating factors and barriers that inhibited academic careers of staff at this institution to transform to become productive researchers from a system dynamics perspective. Hence, the significance of this study was to address one of the three pillars of HEIs in terms of its research transformation and research productivity at this institution. Furthermore, this case study established how environmental dynamics holistically influenced academic staff to engage or not engage in research transformation. This was despite lucrative financial benefits offered, namely, research funding and study leave including other concrete incentives associated with research transformation. This was initiated for academic staff to inter alia, improving staff qualifications towards Master’s and Doctoral qualifications, conference presentations, technology transfer and knowledge production, and publications in accredited journals to produce the anticipated measured research output. Whilst there are a few prolific researchers within a few departments, it is alarmingly short in its endeavour towards attaining DHET research output goals and research transformation holistically at MUT. The aim of this study was to explore and develop an original system dynamics causal loop model with various components underscored by critical systems thinking and its impact of the holistic study per se. The research design for this study adopted a qualitative interpretative paradigm linked to system dynamics and the variables of the Causal Loop Diagram Model with an Interviewing Schedule. Thus, data was collected using a semi-structured interviewing schedule with open-ended questions in sync with a qualitative research design. Individual interviews were conducted with five academic staff members from each of the three faculties. Additionally, interviews with a focus group of six participants with similar interests were also included for the interviews. The key variables of the Causal Loop Model were tabulated and linked to research transformation from the participants at MUT. The data analysis collected from the interviews and policy documents were analysed under each of the research questions. Both participants’ reflections and institutional factors were also assimilated for the data analysis, vis-à-vis, research transformation at MUT. The findings revealed several individual and institutional factors contributing to low research transformation at this institution, namely, a small number of academic staff with PhDs, an uneven staff to student ratio, heavy workloads on teaching staff with limited time to engage in research productivity, unawareness of available incentives, lack of retention strategies of talented staff, poaching of academic staff, the interpretation of sabbatical leave and mentoring and supervision support initiatives. Furthermore, the study found several enablers aligned to research capacity building initiatives and critical factors to support a research culture at this institution. The main recommendations suggested were, inter-alia a buy-into research transformation by Executive Management and academic staff, improvement of vertical qualifications, supplementing academic support staff and tutors, employment of additional retired research professors, offering of structured mentoring and supervision assistance, specific training related to research productivity, review of the teaching workloads, implementation of sabbatical leave and retention policies. Finally, this case study has shown empirical evidence for further research opportunities related to research transformation in the higher education sector that could interface with the perceptions of research productivity and accelerate research outputs in peer reviewed accredited journals.