n South African Journal of Higher Education - Reflections on life as a student from the position of employment
|Article Title||Reflections on life as a student from the position of employment|
|© Publisher:||Higher Education South Africa (HESA)|
|Journal||South African Journal of Higher Education|
|Author||P. Engel-Hills, J. Garraway, J. Nduna, G. Philotheou and C. Winberg|
|Publication Date||Jan 2005|
|Pages||292 - 305|
The workplace is strongly present in Technikon/University of Technology (UT) programmes, both as a learning resource and as a site of knowledge production. Part of the traditional strength of UTs is that students are simultaneously acculturated into academic and workplace knowledge systems. But while there has been this acknowledgement of the role of the workplace in UT education, very little research has been done on work-based learning, or the development of curricula, and there has been practically no evaluative research to trace the impact of career-focused programmes. <br>The above provides a rationale for this article, which reports on research done in investigating the relationship between changing workplaces and teaching and learning practices within tertiary institutions. We investigate the knowledge that students carry with them from the UT to the workplace and explore the UT curriculum from the perspective of past students, in a number of case studies. The sample subjects are drawn from recently qualified students who are currently working. The research design uses a life history research methodology. This methodology privileges in-depth accounting of experience from a participant's point of view, engages participants in retrospectively assessing the present in relation to the past, and draws on their socio-historical contexts. <br>We identify common strengths and weaknesses in UT curricula across three fields. The strengths we identify include the practical and technical skills developed by students, while the weaknesses include strategic and critical thinking, as well as the communication skills for participation in the new, 'flattened' workplaces. The discussion on our findings is informed by concepts of knowledge movement between the institution and the world of work.
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