STUDENTS’ REFLECTION ON WORK-BASED EXPERIENCE: CONNECTING SOCIAL LEARNING TO THEORY AND PRACTICE AT A SOUTH AFRICAN UNIVERSITY OF TECHNOLOGY

 

Pulane Adelaide Molomo

Dr., Central University of Technology, Free State, South Africa, pmolomo@cut.ac.za

 

Abstract

Employers often complain about a lack of certain capabilities and experience amongst graduates who are entering the job market. This paper examines ways in which students’ workplace reflections enable social learning as well as equipping them with strategies for future careers. The aim was to enable students to link theory and practice and reflect on social learning experiences. A purposive sample of 30 students at the selected University of Technology and 15 employers were used as participants in the study. A self-administered questionnaire was used to collect data from the 15 employers. Qualitative rich and relevant data on students’ experiences at the workplace were gathered through interviews, focused group discussions and assessment of their portfolios of evidence. Quantitative data with regards to employers’ assessment of traits needed at the workplace and the relevancy of curriculum were gathered through a 4-point Likert scale. Qualitative data analysis involved systematically sorting and categorising data into common themes whilst quantitative data was analysed statistically. Students’ acquisition of relevant skills, knowledge, values and attitudes, and their interaction with diverse people associated with workplace experience, were found to be beneficial for their careers. Preparatory and post activities accompanying the process of Work Integrated Learning (WIL) were also found to be helpful in preparing students to adjust to the workplace environment. It is thus concluded that the Work Integrated Learning module be incorporated in different programmes at the university of technology to give students the opportunity to integrate theory and practice, to get a social space to learn from others experiences and enhance graduate attributes. The significance of this study provides insight about placing students in a working environment for social learning experiences and to be able to link theory and practice. It is recommended that WIL be included in most of the programmes to increase students’ chance of success as well as improving competences that employers found lacking amongst them. Challenges on placement of students during the high levels Covid19 pandemic opened avenues for future research on how technological platforms and innovation hubs can be used to help students acquire work-based experiences.

Keywords: Preparation, portfolio of evidence, reflection, social learning, workplace experience