Interim : Interdisciplinary Journal - Volume 8, Issue 1, 2009
Volume 8, Issue 1, 2009
The introduction of problem based learning in Hospitality Management at the Central University of Technology, Free State, South AfricaAuthor M.A. De WetSource: Interim : Interdisciplinary Journal 8, pp 3 –16 (2009)More Less
Problem-based learning (PBL) is a learner-centred strategy that can be used to achieve the objectives of Outcomes Based Education (OBE). The Hospitality management program has no evidence of a fixed learner-centred didactic approach such as PBL, E-learning or Resource-based learning (RBL). In considering PBL, we raised questions: Why PBL? To what extent are staff and learners prepared for PBL? What are the characteristics of the curriculum when implementing PBL etc? This paper highlights these and other questions. The outcome shows that principles of PBL are extremely applicable to Hospitality but that timetabling within the program is a concern.
Author D. KoktSource: Interim : Interdisciplinary Journal 8, pp 17 –26 (2009)More Less
The important impact of an organisation's cultural orientation is often not fully comprehended by management and staff. Organisational culture as the 'soul' of an organisation forms the basis of all decisions that are taken in organisational context. In the Knowledge Age, where service delivery has become a crucial consideration organisations must be creative in dealing with its internal and external customers. In a competitive international environment organisations may find it difficult to apply the cultural principles that correspond with that of the Knowledge Age. This paper argues that in order for organisations to adapt successfully to the challenges of the Knowledge Age, they need to comprehend the fundamental influence of organisational culture, and how a focus on both internal and external stakeholders, could benefit the organisation. The arguments of this paper are based, in part, on an investigation of the organisational culture of a major private security company in South Africa.
Author V. KomaSource: Interim : Interdisciplinary Journal 8, pp 27 –39 (2009)More Less
The Academic Planning Committee of the Central University Of Technology, Free State stated in April 2003 that academic success depends on academic institutions to create a learner-centred educational environment. In a learner-centred approach to the facilitation of learning, curriculum design, instruction and assessment focuses on what the learner should be able to do successfully. The mentioned Learner-centeredness is closely related to the principles of outcomes-based education (OBE). The purpose of this article is, therefore, to explore the feasibility of a learner-centred approach to the facilitation of learning in the context of Financial Accounting I, by considering the possible implementation of the four essential principles of OBE.
Source: Interim : Interdisciplinary Journal 8, pp 40 –55 (2009)More Less
Worldwide, including in South Africa, involvement in research is making increasing quality demands on higher education institutions in terms of sustaining high-level research capability and involvement on an efficient and effective basis. These are complex issues, particularly when concerns such as the quality of postgraduate training, lengthy postgraduate completion rates and the high percentage of suspension of postgraduate studies are present. These are just some of the issues leading to this improvement-oriented study investigating new-generation postgraduate students at a case-study university of technology. The research methodology applied in this study was primarily a qualitative research method, supported by a quantitative research element.
Author M.N. NaongSource: Interim : Interdisciplinary Journal 8, pp 56 –72 (2009)More Less
The pre-1994 education system created huge imbalances among public schools in South Africa, in terms of resource allocation. Surprisingly, the pronouncement by the Minister of Education, Naledi Pandor, to declare some schools "no-fee schools", generated a mixed-bag of reactions within the entire education fraternity, "No-fee schools spark row" (Govender, 2006:6). Some sections are giving this decision their full support, while others are arguing that "new regulations will lead to standards dropping" (Govender & Makwabe 2007:4). Notwithstanding these contrasting views, an overwhelming majority (78%) of the school principals expressed satisfaction with this decision. This article, therefore, intends to explore the possible impact of this decision on the school's overall performance as perceived by principals of South African public schools.
Author W.P.C. Van AmeromSource: Interim : Interdisciplinary Journal 8, pp 73 –82 (2009)More Less
Until we utilize our ability to choose our worldview, to choose our beliefs, to choose the reality in which we wish to live, behavior remains habitual and unexamined" (Yero 2002:234). This article explains and discusses the influence of lecturers' beliefs on teaching. It is important for lecturers to engage in mindful teaching by becoming aware of their momentary doings. If lecturers could discover how their own mental models of reality (i.e. beliefs) shape the world within the classroom, they have the opportunity to make mindful decisions. It is recommended that lecturers do a self-inventory to help identify their patterns of thought and bring into consciousness the beliefs and values that underlies their teaching. Because each lecturer's thinking processes and interpretations are unique, only they can determine what changes need to be made in the classroom environment.
The implementation of work-integrated learning in the Marketing programme at the Central Univeristy of Technology, Free State, Free StateSource: Interim : Interdisciplinary Journal 8, pp 83 –95 (2009)More Less
The Marketing programmes at universities of technology are of particular importance to all business firms and even non-profit organisations. In order for students, as potential employees, to keep ahead of new developments and trends in the marketing environment, it is important that a work-integrated learning component should be incorporated in the Marketing programme. The Marketing programme at the CUT does not include any credit-bearing practical component (for example a work-integrated module). The purpose of this article is to provide a useful guide for marketing educators in the development of a work-integrated learning programme. This study was based on a qualitative case study research design. Nine interview schedules were distributed, via e-mail, to the programme heads of the Marketing programmes at universities of technology, as well as the CUT's Hotel and Tourism Management programmes. Several work-integrated learning documents and practices of the relevant departments at the CUT and other universities of technology were scrutinised and compared. From the responses it became clear that it is important for the institution to recruit suitable employers for the work-integrated learning programme in Marketing. Students and employers should comprehensively be prepared for the work-integrated learning process in order to achieve the specific outcomes as prescribed. These outcomes should be stipulated in the work-integrated learning manual of the Marketing programme.The students should be monitored on a continuous basis by providing them with a logbook and by submitting reports on their experiences. Assessment forms should be compiled and included into the Marketing work-integrated learning manual. The employers should be provided with assessment forms to assess the students on their performance. All these aspects should be addressed with the development of the Marketing work-integrated learning manual.