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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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Subject: search.filters.subject.Experiential learning

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Now showing 1 - 3 of 3
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    Educating secondary school learners on nonviolence using a transformative approach to reduce violence in a Zimbabwean secondary school
    (2023-04) Moyo, Dorothy; Harris, Geoffrey Thomas
    Zimbabwe is facing increased violence by and against learners at institutions of learning. As part of efforts to reduce school violence, this study sought to educate learners on non-violence, using a transformative approach to learning. The aim of the study was to build a culture of peace at the school of study. To achieve this, the study used a participatory action research approach to address the problem and find solutions. The study was informed by Lederach’s Conflict Transformation theory and Bronfenbrenner’s Ecological Systems theory. Twenty-four learners and four teachers were purposively sampled to participate in the study. Data was collected using questionnaires administered at the beginning of the study to 274 learners and 20 teachers. In addition, focus group discussions, interviews and observations were used to collect data. Working with participants, an intervention to address the problem was planned, implemented and evaluated. The intervention that was put in place was a peace club. Experiential learning was the pedagogy used by the peace club. To reinforce peace club learning peace club members attended a two-day workshop on conflict resolution and transformation. Quantitative data was analysed using percentages and reported in graphs and tables. Qualitative data was analysed using thematic analysis and reported in narrative form with the use of thick descriptions. The study was evaluated for short term outcomes and the finding of the study revealed that learners can be taught non-violent ways of resolving conflict. The main reason learners resort to violence as a way of resolving conflict is because they have not been taught non-violent alternative methods. Learners are brought up in violent settings, at home, school and wider community and as they develop, they learn that violence is a means to an end and the only way of resolving conflict. Since violence is learnt, it can also be unlearnt
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    An assessment of the tourism curriculum and its impact on the WIL experience
    (2022) Coopasami, Mealine; Sucheran, Reshma
    The rapid growth of tourism in South Africa has seen tourism businesses flourish in recent years which has led to many higher educational institutions (HEIs) offering tourism qualifications to curb the growing demand for professionally educated and trained staff. The South African government has placed much emphasis on the development of tourism skills and the quality of education that students receive. Based on these crucial factors the preparedness of graduates must be addressed. One of the fundamental approaches that HEIs have implemented is the incorporation of Work Integrated Learning programmes into tourismrelated qualifications. However, literature reveals that there still remains a gap between the theoretical knowledge dispensed to students by HEIs and their ability to apply industry-specific skills during their engagement with the tourism sector. The aim of this research was to assess the tourism management curriculum at the Durban University of Technology (DUT) and its effect on the students Work Integrated Learning (WIL) experience. WIL plays an integral role in the tourism management qualification offered at DUT and it is necessary to assess whether the WIL component adequately aligns with the learning objectives of the tourism programme. The population comprised of graduates who were registered for the National Diploma in Tourism Management and who participated in WIL between the years 2015 to 2019. A quantitative approach was employed in this research by means of a structured online questionnaire to collect primary data. A non-probability sampling method was used to obtain a representative sample of 106 tourism management graduates. An analysis of the empirical data obtained from the questionnaires was conducted using the Statistical Package for Social Sciences (SPSS), Version 26.0 software, and Excel. The key findings revealed that the tourism management curriculum offered at DUT effectively addressed various areas that pertained to the tourism industry. Furthermore, the study found the curriculum content prepared graduates with the knowledge and expertise required to fully understand the concepts and the realities of a career within the South African tourism market. Graduates indicated that the lack of technological training in tourism systems was cause for concern as these systems are crucial for the day-to-day operations of tourism businesses, the host organizations capacity to train graduates must be an area of focus as graduates use these experiential learning as a stepping stone to begin their careers in the tourism sector and finally, during WIL the assessment activities used should align with the learning objectives outlined in the curriculum. The current research made recommendations aimed at addressing the preparation phase of the tourism graduates in order to address the lack of employability skills.
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    The educational value of fieldtrips in tourism education : a case of high schools in Pholela Circuit of KwaZulu-Natal
    (2018) Zaca, Acquinath Kholeka Nombulelo; Hlengwa, Dumsile Cynthia
    The study was designed to investigate the perceptions of teachers and learner of the value of fieldtrips in the teaching and learning of tourism as a subject at a high school level. This study is underpinned by the experiential learning theory as well as the theory of multiple intelligences. The theories focus on the concept of instrumentalism in education on learning by doing, while also catering for the different learning styles. It explains how learning is translated into practice by describing how fieldtrips are able to cater for different learning styles and afford learners the opportunity to learn in authentic environments. Fieldtrips are mentally and culturally enriching, rewarding and motivational to the learners. They also enhance the memory and critical thinking skills of the learners. Fieldtrips can be engaging leaving the learners with lasting impression if they are properly planned and linked to the learning outcomes. Fieldtrips also have the capacity to increase interest in the topic whether the learners have prior knowledge or not. In addition fieldtrips provide opportunities to study in real world settings. The above statements capture the advantages of using fieldtrips in teaching, learning and assessments activities especially in tourism education. The study used experiential learning and multiple intelligences as foundational theories because they were deemed relevant to the phenomenon of fieldtrips in tourism education. The research used both qualitative and quantitative methods to data collection and analysis in order to satisfy the aims of the study to determine the educational value of fieldtrips in tourism education, in high schools under Pholela Circuit in KwaZulu- Natal. Data from teachers and Heads of Departments (HODs) were collected using semi-structured interviews and questionnaires were used to collect data from the learners. A total number of 142 learners participated in the research study from the high schools that were targeted. A total of 5 Teachers and 5 HODs were also included in the study. The data collected from the responses were analyzed using SPSS version 24.0. The results are presented in descriptive statistics in the form of graphs, cross tables and inferential statistics. The most appropriate statistical procedures were used to make sense of the data acquired which resulted in the use of multiple methods to analyze the same data. Inferential techniques include the use of correlations and chi square test values; which were interpreted using the p-values. The researcher applied Pearson correlation in order to determine if a significant correlation existed between data. Qualitative responses from semi structured interviews were analyzed according to the thematic framework approach, with data organized into categories on the basis of themes and concepts after which interpretations and discussions were done. The result of the study revealed that there were numerous positive benefits that could be realised from using fieldtrips in tourism teaching especially in remote rural areas and learning which included, providing learners with experiential learning opportunities, active involvement in their own learning, and others The study also showed that tourism ought to be taught in an authentic environments to ensure quality education, relevance and to accommodate the entire learner and capture the attention of all the learners at least some of the time. The study also disclosed that fieldtrips lead to better attainment of learning outcomes, as learners show positive attitude and motivation towards tourism as a subject. It can also be concluded that fieldtrips improve learners’ social skills and improve relationships between the teacher and learners and among the learners, as they interact and learn together. In as much as there were some challenges peculiar to rural areas and the South African context, they are not insurmountable. Schools, circuits and the department could get together to formulate strategies to deal with challenges facing fieldtrips as an invaluable method of tourism teaching and learning.