REFEREED PROCEEDINGS OF THE 5th WIL AFRICA CONFERENCE 2024
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Publication Information
Title: WIL Africa Conference Proceedings
ISBN: 978-0-7961-8633-1(e-book)
Format: Online https://sasce.net/ Date of publication: 30 August 2025
CONFERENCE COMMITTEES
CHAIRS OF CONFERENCE COMMITTEE
Dr Fundiswa R. Nofemela
Prof Lalini Reddy
CONFERENCE COMMITTEE
Naleli Q Wasa – SASCE
David Haarhoff– Cape Peninsula University of Technology
Bronwyn Abrahams – Cape Peninsula University of Technology
Matseke Moloantoa – SASCE
CONFERENCE ABSTRACT REVIEW COMMITTEE
Prof Chris Winberg
Prof Lalini Reddy
Ass Prof James Garraway
CHAIR OF THE PROCEEDINGS REVIEW BOARD
Prof JN Nduna (SASCE Research Pillar Lead)
REVIEW BOARD
Prof Chris Winberg, Cape Peninsula University of Technology
Dr Themba Msukwini, Durban University of Technology
Prof Lalini Reddy, Cape Peninsula University of Technology
Dr Princess Thulile Duma, Mangosuthu University of Technology
Dr Moeti Kgware, Durban University of Technology
Dr Siphiwe Gumede, Mangosuthu University of Technology
Dr Joseph Mesuwini, Wits University
Dr Thobeka Makhathini, Mangosuthu University of Technology
Prof Arthur Maphanga, Walter Sisulu University
A/Prof James Garraway, Cape Peninsula University of Technology
All papers were independently, double-blind peer reviewed by two members of the Review Board. All papers published in these proceedings were presented at the 5th WIL Africa Conference, 2024, Century City Conference Centre, Cape Town
Publication Information
Title: WIL Africa Conference Proceedings
ISBN: 978-0-7961-8633-1(e-book) Format: Online https://sasce.net/ Date of publication: 30 August 2025
https://sasce.net/
BUILDING STRONG COLLABORATIONS FOR WORKINTEGRATED LEARNING: THE CASE OF A UNIVERSITY OF TECHNOLOGY IN KWAZULU-NATAL
Hlubi Zamandaba, C
Nofemela Fundiswa, R
Mangosuthu University of Technology, Durban, South Africa
INTRODUCTION
Work-Integrated Learning (WIL) combines academic instruction with practical experience, facilitated through collaborations among institutions, Employers, and other Stakeholders. These partnerships strengthen employability outcomes and skill development (Ferrández-Berrueco et al., 2016). The Employer engagement strategy, which is led by the Cooperative Education Directorate at the institution, serves as an exemplary model of sustainable Stakeholder collaboration. This paper examines a university of technology’s Employer Engagement Program through a descriptive case study, drawing on the Sustainable Relationship Framework (Flemming et al., 2018) with its emphasis on Compatibility, Communication, and Commitment. The study highlights best practices that have rebuilt Stakeholder trust and enhanced the institution’s reputation.
THEORETICAL FRAMEWORK
The Sustainable Relationship Framework
Effective Stakeholder engagement underpins all elements of a successful WIL programme Flemming et al. (2018) propose the Sustainable Relationships Framework, which is centred on Compatibility, Communication, and Commitment (“the three Cs”) as pillars for enduring WIL relationships. Figure 1 below depicts a graphical representation of the framework.
Figure 1: The Sustainable Relationship Framework, Flemming et al, 2018
Effective Stakeholder management is widely recognised as being central in successful project execution and organisational governance. It is thus critical for communication to be strategic, as it is not just a conduit for information exchange but also as a mechanism for building trust, managing expectations, and coordinating collaborative relationships.
‘Compatibility’ refers to the strategic and operational alignment between educational institutions and industry partners. It entails the shared vision between the institution and Employers, the extent to which the institution acknowledges Stakeholders, and the reciprocity that exists among them.
‘Commitment’ in WIL Stakeholder management refers to the sustained dedication of all Stakeholders particularly institutions and Employers - to upholding its principles, responsibilities, and practices. It is not merely a contractual obligation but a strategic and ethical stance that ensures continuity, quality,
and trust. It is evidenced through the extent to which expectations of both Stakeholders are considered as well as how reputational considerations are managed.
LITERATURE REVIEW
Importance of effective Stakeholder management in Work-Integrated Learning
Recent literature underscores the pivotal role of effective Stakeholder management in enhancing the quality and impact of Work-Integrated Learning (WIL). Wait and Govender (2016) advocate for a transdisciplinary model that includes government, industry, and education institutions, highlighting the need for clearly defined roles to ensure mutual benefit and policy alignment. Similarly, University West (2023) emphasises strategic collaboration to support lifelong learning and promote quality frameworks for WIL delivery. Fleming et al. (2018) present a sustainability-focused framework anchored in three essential pillars: communication, commitment, and compatibility that serve as guiding principles for enduring Stakeholder engagement. Rook and Sloan (2020) further reveal the complexity of Stakeholder perspectives on employability and graduate attributes, noting the importance of shared definitions and the integration of Stakeholder feedback into curriculum design. Collectively, these studies reinforce that effective Stakeholder management is not only instrumental for operational success but also essential for ensuring relevance, reciprocity, and systemic improvement in WIL practice.
Communication and Expectation Management
The literature consistently affirms that communication is not a peripheral activity but a core strategic function that underpins Stakeholder engagement across sectors and contexts. Jenny et al. (2017) highlight communication as a mechanism for expectation alignment, trust-building, and continuous improvement in university-industry engagement.
The emphasis on communication across multiple Stakeholder management theories provides a foundational lens through that strong collaborations in Work-Integrated Learning (WIL) can be built and sustained. Stakeholder theory, as articulated by Freeman (1984), situates interest alignment as critical to long-term success and positions communication as a prerequisite for identifying and negotiating those interests within WIL partnerships. Building on this, Grunig and Hunt’s (1984) Excellence Theory advocates for two-way symmetrical communication, which is instrumental in fostering institutional understanding and legitimacy among WIL Stakeholders. Empirical insights from Alqaisi (2018) and Bourne (2016) further reinforce that the absence of inadequacy of structured communication leads to disengagement and dissatisfaction, which are conditions that directly undermine collaborative initiatives in WIL settings. Trust - identified by Khan, Skibniewski, and Cable (2023) and reinforced by Rajhans (2018) - arises from transparent, consistent communication and acts as a foundation for durable Stakeholder relationships. Together, these insights highlight the role of strategic communication in aligning Stakeholders while promoting trust, clarity, and sustainable collaboration in WIL.
Compatibility
The consideration of compatibility in WIL Stakeholder management involves evaluating the “why” behind WIL placements and ensures that learning objectives are context-sensitive and aligned with institutional goals (Young et al. (2024). It ensures that both parties share a common purpose and can collaborate effectively to deliver meaningful WIL experiences.
Recognition and Reciprocity
According to Ferrández-Berrueco et al. (2016), reciprocal recognition promotes Stakeholder loyalty. Freeman et al. (2007) emphasises the importance of recognising Stakeholder contributions and fostering
the institutional respect. Recognition practices can be both formal and informal recognition and reinforce Stakeholder commitment and trust. In the case of WIL Placements, institutions may offer awards or public acknowledgment, while Employers may provide testimonials or future placements. Stakeholder Reciprocity surpasses corporate responsibility to include Stakeholder duties such as loyalty, fairness, and constructive engagement. Fassin (2012) argues that reciprocity is not just transactional but ethical, fostering loyalty and long-term engagement.
Vision Alignment
Compatibility begins with an institutional understanding of the goals of WIL, whether it is enhancing employability, developing specific skills, or contributing to industry innovation. Sachs & Rowe (2016) emphasise that alignment of institutional and industry visions is foundational to sustainable WIL partnerships. According to Fleming, McLachlan & Pretti (2018), compatibility begins with shared values and long-term commitment to WIL goals. They posit that Institutions and Employers must co-own the vision for student development and employability.
Provision of Learning and Worksite Verification
It is critical in a Stakeholder relationship to ensure that learning environment is suitable. This means that the host organisation must offer a worksite that meets academic and developmental criteria including mentorship, exposure to relevant tasks, as well as safety. Flemming et al. (2018) recommend formalised verification protocols to maintain quality assurance and compatibility. To achieve this, institutions must conduct site visits and audits to ensure compliance with learning standards and workplace readiness.
Commitment
Commitment, particularly in Work-Integrated Learning Stakeholder management, is critical for managing risk (Effeney, 2020). Further, the University of Pretoria’s WIL Policy (2024) provides an example of an institution’s commitment to WIL Stakeholder management through mandated agreements that explicitly delineate the obligations of the university, placement site, and student thereby institutionalising and reinforcing collaborative intent. When combined with principles of communication and trust, such formal structures become essential for sustaining effective Stakeholder engagement in WIL.
Expectations of all Parties
Expectations regarding supervision, feedback, assessment, and duration must be clearly defined and agreed upon. These are determined using Stakeholder matrices or MoUs to help document and align expectations. Advisory boards and feedback sessions allow for recalibration of expectations over time. In this regard, the South African Council on Higher Education (CHE) emphasises the critical role that advisory structures play in curriculum alignment, Stakeholder engagement, and quality assurance in WIL programmes (CHE, 2011).
Reputational Considerations
Compatibility includes addressing how each party is perceived especially if the Employer has never hosted students before. Additionally, discussions around past collaborations, institutional strengths, and student preparedness help build trust. Reputational management also entails ensuring that the host company does not exploit students and that the university prepares the students adequately for the world of work. Cameron et al. (2019) proposes managing intellectual property, student conditions, and host organisations as a form of risk mitigation in WIL.
METHODOLOGY
This descriptive case study synthesises multiple qualitative sources to evaluate the institution’s application of the Sustainable Relationship Framework (see Table 1, below) It was chosen for its capability to provide in-depth description and understanding of the case within its own world, its issues, interpretations, and settings (Stake,2005). The research design entailed:
Table 1: Research Design
Domain Purpose
Commitment To provide evidence of engagement events
Evidence of Employer engagement activities
To show evidence of feedback from Stakeholders
To show evidence of external endorsements
Compatibility Evidence of spelled-out and documented commitments
Evidence of Stakeholder recognition
Communication To gain insights on how trust and coordination is operationalized
To review engagements between the university and external Stakeholders
Institutional evidence Review Source
Review of event photos, including WIL Imbizo sessions, Employer awards, and MoU signings, to contextualise Stakeholder engagement.
Review of Employer satisfaction surveys, WIL Imbizo reports, and Stakeholder Excellence awards to show meeting of expectations
Visual evidence
Annual WIL Imbizo report Feedback
Incorporation of findings from the CHE Institutional Audit (2023) and the IFC Employability Assessment (2024), highlighting external endorsement of the institution’s Employer engagement.
Review of documents pertaining to MoUs and Site Verifications to show meeting of expectations;
WIL Partner Excellence Awards concept document
Analysis of MoUs, Advisory Board policy, site verification forms student placement records, and partner recognition protocols.
Examination of email exchanges between placement officers, mentors, and lecturers to gauge expectation management and communication dynamics.
External evaluations
Contracts
Awards Concept document and award images
Institutional document review
Correspondence analysis
This multi-source approach provided triangulated insights into Stakeholder trust, compatibility mechanisms, and institutional commitment.
FINDINGS AND DISCUSSION
Commitment
The Institution’s commitment to Work-Integrated Learning (WIL) is firmly embedded in structured governance and ongoing Stakeholder engagement practices. This commitment is formalised through Memoranda of Understanding (MoUs) Document reviews showed several MoUs that stipulate forms of cooperation between the Institution and the host company as well as scope covered by the MoU, see figure 2.
Figure 2 : MoU extract showing parties to the Mou, scope and signature page
Beyond contractual frameworks, the Institution conducts Employer satisfaction surveys on a triennial basis to determine, quantitatively, the host Employer’s level of satisfaction with the institution’s WIL students. The Employer Satisfaction Survey Report is compiled and sent to Employers. An extract of an Employer Satisfaction Survey Report is provided below (Figure 3).
This is complemented by annual engagement reviews facilitated through the WIL Imbizo Symposium. Analysis showed that the discussions in the WIL Imbizo encompass concerns from industry,
Figure 3: Extract from the Employer satisfaction survey report
recommended actions as well as responsibilities. These further show reports by the institution on annual progress in improvements (Figure 4)
Figure 4:Extract from WIL Imbizo2022 report
These feedback mechanisms are not merely ceremonial. They function as strategic dialogue platforms. Employer recommendations arising from both the surveys and the Imbizo discussions are systematically communicated to academic faculties and incorporated into institutional improvement plans. This process enables evidence-based enhancements that align academic provision with evolving industry expectations.
The evidence examined highlights student support initiatives such as placement tracking through quarterly reflection reports from both students and host supervisors, regular site verification visits by academic staff, and structured mentorship coordination as examples of the institution’s commitment to sustaining the integrity and effectiveness of employer relationships. These measures facilitate continuous quality assurance and reinforce the reliability of institutional partnerships.
The impact of this multi-layered commitment is evidenced by tangible outcomes: heightened Employer Loyalty, recurring referrals, and active advocacy from industry Stakeholders. Such Stakeholder endorsement has directly contributed to a notable increase in WIL placement rates across disciplines. The institution’s strategic engagement was validated externally by the 2024 Institutional Audit conducted by the Council on Higher Education (CHE), which affirmed its growing reputation and Stakeholder trust. These commendations were further substantiated by the Employability Assessment carried out by the International Finance Corporation (IFC)), reinforcing the credibility and scalability of the institution’s WIL model.
Compatibility
Compatibility at the Institution is cultivated through structured agreements and collaborative vetting processes that ensure mutual alignment between the university and its Employer partners. Central to this process are Memoranda of Understanding (MoUs), which formally articulate the roles, expectations, and responsibilities of both parties (Figure 5). These documents serve not only as legal instruments but as strategic tools for operational synergy. Compatibility is further reinforced through pre-placement consultations where the institution engages in detailed discussions with potential hosts to determine their capacity to meet the academic outcomes of the respective qualifications.
5:
showing cover, roles, expectations and responsibilities
As part of its quality assurance measures, the Institution conducts site verification visits for new Employer partners. These assessments evaluate the learning environment's adequacy, focusing on aspects such as:
1. Alignment between workplace tasks and learning outcomes,
2. Availability and ratio of qualified mentors to students,
3. Suitability and safety of infrastructure, including machinery-to-student ratios, and
4. Supervisory structures and workplace readiness for student engagement.
Figure 6: Site Verification Form
Strategic alignment is strengthened through dialogues on reciprocal interests, such as opportunities for collaborative research, skills development, and institutional visibility. Where applicable, these mutual interests are codified within the MoU to ensure shared value and sustained collaboration.
Figure
MoU Snip
Figure
MoU snip: Areas of collaboration
To address reputational considerations, the Institution proactively presents its student preparation strategy during initial Stakeholder discussions. These engagements highlight academic rigour, workplace readiness modules, and experiential learning components, thereby instilling confidence in the Institution's capacity to produce well-prepared graduates. Simultaneously, the Institution assesses the Employer's familiarity with its programmes and history of engagement, identifying potential misconceptions or gaps in understanding that may require attention. This dual exchange facilitates trust-building and mutual reputational assurance.
In addition to operational practices, the Institution actively promotes recognition and reciprocity through a biennial Employer Partner Excellence Awards ceremony. This initiative acknowledges Employers who exemplify excellence in WIL collaboration, based on a set criterion and through certificates and awards trophies. (Figure 8)
By institutionalising both strategic engagement and formal recognition mechanisms, the University sustains high levels of compatibility and trust with its Employer partners, thereby strengthening the overall impact of its WIL programme.
Communication
Effective communication underpins the Institution’s engagement strategy and channels include daily operational emails, Stakeholder advisory boards, and the annual WIL Imbizo
7:
Figure 8: Stakeholder Excellence Awards
Institutional document review:
A review of documents revealed that the University has a Stakeholder Advisory Board Policy as well as a Standard Operating Procedure document that guides implementation of the policy. This stipulates having WIL as a standing agenda item thus providing space for discussions around advances in WIL curriculum matters as well as concerns that industry may have. Further, the document review showed that that MoUs that the university signs with Stakeholders spell out responsibilities of each party as well as expectations.
Correspondence analysis
The analysis of correspondence showed frequent emails between the Job Placement Officers. These ranged from initial discussions on the establishment of a partnership to jointly addressing student behaviour issues. The correspondence between the University and the Employers shows that there is frequent engagement.
CONCLUSION
The Employer Engagement Programme detailed in this paper is an example of a strategically embedded approach to Work-Integrated Learning (WIL), underpinned by the principles of Communication, Commitment, and Compatibility. Through a combination of formal agreements, structured feedback mechanisms, and recognition protocols, the Institution under review has cultivated an ecosystem of trust and reciprocity with its Employer partners.
This case study demonstrates that sustainable WIL partnerships do not arise by chance, but are intentionally designed, shaped through continuous dialogue, and sustained by shared accountability. Practices such as site verification audits, Stakeholder advisory boards, and the WIL Imbizo symposium, reflect a maturity in Stakeholder Engagement that aligns with global best practices.
The model shows that when Stakeholder Relationships are based on strategic alignment and mutual recognition, WIL can move from being a compliance-driven activity into a transformative educational experience that enhances employability, institutional credibility, and societal impact. It also offers a blueprint for other institutions navigating the complexities of university-industry collaboration in the African Higher Education context.
The external validations from the Council on Higher Education and the International Finance Corporation further affirm the scalability and replicability of this approach. As the demand for futureready graduates intensifies, institutions must adopt frameworks that not only meet accreditation standards but also foster innovation, inclusivity, and long-term value creation.
The author concludes that this study contributes to the growing body of evidence that effective Stakeholder management is the cornerstone of impactful WIL. By institutionalizing the “Three Cs” and embedding them into operational practice, the institution under review has positioned itself as a leader in co-operative education, one that others can learn from, adapt, and build upon.
REFERENCES
Alqaisi, B. (2018). Communication Challenges in Stakeholder Management. Journal of Business and Communication, 24(3), 215–228.
Bourne, L. (2016). Stakeholder Relationship Management: A Maturity Model for Organisational Implementation. Routledge.
Cameron, C., Orrell, J., & Bloomfield, R. (2019). Graduate Employability and Work-Integrated Learning: Crossing the Threshold of Student Experience. Springer.
Council on Higher Education (CHE). (2023). Work-Integrated Learning: Good Practice Guide https://www.che.ac.za/publications/work-integrated-learning-good-practice-guide
Effeney, G. (2020). Risk Management in Work-Integrated Learning Partnerships. Australian Journal of Experiential Learning, 7(1), 48–59.
Fassin, Y. (2012). Stakeholder Management, Reciprocity and Stakeholder Responsibility. Journal of Business Ethics, 109(1), 83–96.
Ferrández-Berrueco, R., Kekale, T., & Devins, D. (2016). A Framework for Work-Based Learning: Basic Pillars and Their Interactions. Higher Education, Skills and Work-Based Learning, 6(1), 35–54.
Flemming, J., McLachlan, K., & Pretti, T. J. (2018). Successful Work-Integrated Learning Relationships: A Framework for Sustainability. International Journal of Work-Integrated Learning, 19(4), 321–335.
Freeman, R. E. (1984). Strategic Management: A Stakeholder Approach. Pitman Publishing.
Freeman, R. E., Harrison, J. S., & Wicks, A. C. (2007). Managing for Stakeholders: Survival, Reputation, and Success. Yale University Press.
Grunig, J. E., & Hunt, T. (1984). Managing Public Relations. Holt, Rinehart & Winston.
Jenny, F., Neil, J., & Haigh, N. (2017). Examining the Intentions of Work-Integrated Learning. Higher Education, Skills and Work-Based Learning, 7(2), 198–210.
Khan, S. Z., Skibniewski, M. J., & Cable, J. (2023). Trust as a Catalyst in Stakeholder Relationships International Journal of Strategic Project Management, 12(1), 112–129.
Rajhans, K. (2018). Effective Communication Management: A Key to Stakeholder Relationship and Project Success. International Journal of Business and Management, 3(2), 32–42.
Sachs, J., Rowe, A., & Wilson, M. (2016). Good Practice Report Work Integrated Learning (WIL) Department of Education and Training.
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Walker, A., & Marr, J. (2001). Stakeholder Engagement: A Pathway to Sustainable Value. Business & Society Review, 106(3), 335–348.
Young, M., Pham, Q., & Daniels, H. (2024). Contextual Alignment in WIL Placements: Exploring the ‘Why’. Journal of Work-Integrated Learning, 20(1), 56–73.
CHALLENGES AND PERCEPTIONS OF INTERNATIONAL STUDENTS IN RELATION TO WORKPLACE LEARNING AT A SOUTH AFRICAN UNIVERSITY OF TECHNOLOGY
Nduna Nothemba, J
Cape Peninsula University of Technology
INTRODUCTION
The internationalisation of higher education has led to increasing enrolments of international students in undergraduate programmes globally. In Southern Africa, 16 countries that formed a regional intergovernmental organisation, called the Southern African Development Community (SADC), encourages education institutions to reserve at least 5% of admissions for international students in undergraduate degrees. These degrees demand the integration of academic instruction with real-world experiences through workplace learning opportunities (Gribble, Blackmore & Rahimi, 2015). These expect international students to gain workplace experience (Patrick et al., 2009; Billett, 2014; Jackson, 2015). However, existing research indicates that international graduates struggle to find work experience and this prevents them from entering professional fields (Jackson, 2013; Blackmore et al., 2014). A lack of funding is noted by Gribble, Blackmore & Rahimi (2015) as a contributing factor to the challenges of international students’ workplace learning.
International students have mentioned unpaid work as one of the ways in which they have been subject to discrimination (Tran, & Soejatminah, 2018; Junankar et al. 2004; Syed 2008). To address this issue, some studies suggests that WIL should be exempt from wage payment if it is part of a course of education or training (Stewart and Owens 2013), thereby positioning it outside of equality and fair work regulatory boundaries (Gribble, Blackmore & Rahimi, 2015).
Although the SADC Protocol on Education and Training provides a regional framework that supports the provision of workplace learning for international students (SADC, 1977), it does not have a detailed guideline document for funding WIL. Hence such funding becomes a cause for concern for international students.
AIM AND OBJECTIVES
This paper presents the challenges of international students in relation to their workplace learning with the purpose of developing an understanding of how WIL should be planned and implemented for international students.
The objectives are to:
1) Present the challenges and perceptions of international students in relation to their workplace learning opportunities,
2) Highlight the responses and attempts made by a University of Technology to address the concerns raised by international students, and
3) Stimulate debate to find solutions to South African challenges in relation to providing workplace learning opportunities to international students.
To achieve the above objectives, the following three research questions were posed:
1. What are international students’ challenges and perceptions of their workplace learning opportunities in South Africa?
2. How did the University WIL management team and workplace officials respond to address such challenges?
3. What can be done to improve the South African provision of workplace learning opportunities to international students?
OVERVIEW OF LITERATURE
The paper is set against the general literature on Work Integrated Learning, legislative frameworks that relate to the provision of WIL for international students in higher education, as well as challenges relating to WIL placements and funding.
Work Integrated Learning
Globally, Work Integrated Learning (WIL) is viewed as a cornerstone of the higher education curriculum and an educational strategy that provides students with real-life work experiences (Zegwaard & Pretti, 2023). Such experiences enable students with the opportunity to apply academic and technical skills as well as help students to develop employability skills (Jackson, 2013).
The studies indicate that WIL can take various forms such as work placements, industry projects internships, co-ops, apprenticeships, service-learning, and non-placement models, such as simulated work environments. Although some studies (Groenewald et al., 2011; Rowe & Zegwaard, 2017; McRae & Johnston, 2016; Kaider, Hains-Wesson, and Young, 2017) propose a shared understanding of the meaning of each term, these are used inconsistently in practice (Zegwaard et al., 2023)
This paper focuses on work placements that are highly recommended by the South African White Paper on Post School Education and Training (PSET) (2014). It is aligned with studies on the practice of WIL that attribute the challenges to the complex nature of WIL that traverses work and university spaces (Jackson, 2013; Rook, 2017) The paper highlights the challenges of work placements for international students in relation to the expected role of higher education institutions that are documented in the South African Higher Education Qualifications Sub Framework (HEQSF) (2012: 49):
“Where the entire WIL component or part of it takes the form of workplace-based learning, it is the responsibility of the institutions that offer programmes requiring credits for such learning, to place students into appropriate workplaces. Such workplace-based learning must be properly structured, properly supervised and assessed. “
The above statement indicates that educational institutions must place their local and international students and create an enabling environment for these students to participate in hosting workplaces.
Legislative framework for WIL international students in higher education
Global studies and agreements (UNESCO, 2005; ILO 2020; Leask & Carroll, 2011; Gribble, Blackmore & Rahimi 2015) highlight legislative frameworks that relate to the provision of WIL for international students in higher education. These include international agreements, policies and protocols that guide institutions and policymakers.
The Southern African and Regional Frameworks include the SADC Protocol on Education and Training (1997) that emphasise collaboration for placement opportunities across SADC countries. The SADC Qualifications Framework (SADCQF) supports WIL mobility and comparability of qualifications and facilitates recognition of internships and placements across countries. In South Africa, the Higher Education Act (No. 101 of 1997) supports the offering of workplace learning as part of academic programmes. The Department of Higher Education and Training (DHET) Policy Framework for Internationalisation (2017) encourages inclusive participation of international students in WIL programmes. In addition, the White Paper for Post-School Education and Training (DHET 2014) emphasises workplace-based learning as a core strategy to improve graduate employability and calls for better coordination between institutions, employers, and government, including in the context of international students. A Good Practice Guide for Work-Integrated Learning (WIL) in University Education that was published by Universities South Africa and DHET in 2016 also contains sections on supporting diverse student needs including international participants. This paper supports the reviewed literature and responds to global and national calls to provide international students with appropriate workplace learning opportunities.
CHALLENGES
The challenge of funding international students for their workplace learning has been documented by several studies (Marginson et al. 2010; Trice 2003; Harman 2003; Lee and Rice 2007; DomininguezWhitehead and Sing, 2015; Wall, Tran, & Soejatminah, 2018):
“International students with limited financial support find it necessary to take up part-time work. However, their situation in this regard can be further complicated by student visa stipulations, which not uncommonly restrict the number of hours students may engage in paid employment” (Domininguez-Whitehead and Sing, 2015: 82).
Some authors suggest that WIL should be exempt from wage payment if it is part of a course of education or training (Stewart and Owens 2013), while others suggest a “multipronged approach which hinges on cooperation between international students, universities, employers, and government”. (Gribble, et al., 2015: 16).
An overview of the challenges is relevant for this study as it focuses on the challenges of international students in relation to their work placements in a South African context.
METHODOLOGY
Qualitative research approaches were used to understand the challenges, opinions, or experiences (Merriam & Tisdell, 2016) of international students in relation to their work placements. Research was conducted in three phases. The first involved data-gathering on students’ challenges through an analysis of email messages that raised their concerns in relation to their workplace learning. The email correspondence was followed by focus group interviews that were conducted with 11 mechanical engineering students who were placed in a company in Bellville, Cape Town. The use of focus group interviews allowed the researchers to gain a deeper understanding of students’ concerns, capture diverse perspectives on their experiences and uncover insights that might not be revealed through individual interviews (Nyumba, et al., 2018; Lauri 2019; Taherdoost, 2021).
During the second phase, a group meeting was convened to uncover an explanation from the Head of Department, the WIL Coordinator, four staff members of an institutional WIL Centre and two workplace supervisors as to why the placement of international students was a challenge. The use of group meetings is supported by Goodall and Barnards (2015), who indicate that group meetings serve to generate in-depth data on a topic. The use of focus groups in phase 1, and a meeting in phase 2, was appropriate for the study as the purpose was not to generalise the findings. For both phases 1 and 2, purposive sampling was used to select participants with knowledge and experience (Etikan, Musa, and Alkassim, 2016) of the challenges relating to work placements.
Qualitative data analysis was used to code and transform data on the challenges into a set of meaningful, cohesive categories. The process of summarising and representing data was carried out to provide a systematic account of the recorded information and to enable researchers to classify, organise and interpret data. Thematic analysis was employed as it is considered a popular method for analysing qualitative data (Strauss & Corbin 1990; Bowen, Rose & Pilkington 2017; Lerigo-Sampson, 2022).
RESEARCH FINDINGS
An analysis of email messages and responses to focus group interviews revealed the following perceptions, concerns, and challenges of international students:
• Students wanted stipends for travelling and buying food.
• “We are starving here and there is no transport. How are we going to survive?”
• Students felt that they could not perform well in the workplace because they were not treated fairly.
“As we are working with our colleagues, next to each other, our performance is not adequate as we are still treated unfairly … we cannot work and study while hungry and without transport”
• Students indicated that they were not prepared or informed about workplace learning challenges. “ (Name of the institution) should have been open to us before we came to study here.”
• Students believed that the institution was discriminating against them deliberately. “The WIL manager sent a letter for only South African students … We come from the same institution and study same subjects … We think we shouldn’t be discriminated the way it has been done.”
• Students stated that they had done everything to make the institution aware that they faced workplace learning challenges. “We have approached everyone concerned with the matter, no one heard us and that is why we approached the Office of the Vice Chancellor.”
Responses of the university management team and workplace officials
• The explanation that was given as to why the placement of international students was a challenge was that the South African legislation and strategies do not favour international students. Examples that were cited in this regard were:
• The Broad Base Black Economic Empowerment (BBBEE) incentives that encourage employers to host South African students rather than international students.
• The SETAs that prioritise South Africans in all their strategies.
• The following explanation was also given:
• The professional body (the Engineering Council of South Africa (ECSA) is not accepting campus-based workplace learning, especially for students doing P2.
• The admission of international students into courses that have a compulsory workplace learning component in their first year of study increases numbers of international students that will face workplace learning challenges in their second and third year of study.
• International students demanded work placements to satisfy the requirements of their qualification as well as funding.
The responses from the WIL management team and workplace representatives indicated the following attempts made to address the concerns raised by international students:
1. Several meetings were held with university management, workplace officials, international students, and the Student Representative Council (SRC).
2. To provide financial support, the university decided to utilise the Teaching Development Grant (TDG) to train international WIL students as mentors but the mentoring programme was not taken beyond the training as no first-year students took advantage of the offer to be mentored.
3. After the challenge of international students was referred to the national WIL task team of a national association for the Universities of Technology, it was indicated that “apart from the international students for whom WIL placements are problematic, there are also large numbers of local students experiencing similar problems” (Extract from SATN Board minutes). This issue remained unresolved.
DISCUSSION
From the research findings, workplace learning for international students is an unresolved issue that could hinder students from completing their qualifications. The economic climate is also not favourable for some of the workplaces to pay students for their workplace learning, although they are willing to host them. In addition, SETA grants only cater for South African students.
Placing international students within the university may not be acceptable to some professional bodies. Although placing international students in their countries of origin could be the best option, it could be a challenge for the WIL coordinators to conduct workplace approvals, as well as to monitor and assess WIL students especially if there are many students in different programmes who are placed in their countries of origin. In addition, it could be difficult for the WIL coordinators to deal with insurance issues and attend to students who might become injured during their workplace learning if students are in their countries of origin.
With all these challenges, education institutions must comply with the South African legislative framework which states that: “It is the responsibility of the institutions that offer programmes requiring credits for workplace learning, to place students into appropriate workplaces” (HEQSF, 2012: 49). These challenges confirm the findings of global studies that highlight the challenges of international students in relation to workplace learning. Such studies include Herman (2011) who notes that international students from other African countries have raised concerns with issues relating to discrimination and xenophobia in South Africa.
The following questions are raised to stimulate debate and encourage more attempts to formulate clear guidelines:
1. Who should be responsible for funding the WIL component of international students?
2. How should international students be placed, monitored, and assessed?
3. What must be done to improve the South African provision of workplace learning opportunities for international students?
RECOMMENDATIONS
- International students should not be admitted at diploma level.
- If admitted, students should sign a contract and be made aware of the risk by including the constraints relating to their placement in the admission booklet.
- The option of “at-home” workplace learning should be added as a requirement for those international students who wish to be admitted to courses that have a compulsory workplace learning component.
- WIL guidelines should be included in the SADC Protocol on Education and Training.
CONCLUSION
This paper highlights the challenges and perceptions of international students in South Africa and indicates that the problem remains unresolved, although attempts were made to address such challenges. The paper therefore calls for clear legislative guidelines for planning and implementing workplace learning for international students. Such guidelines could be developed through a collaborative and inclusive process that allows a dialogue or robust discussions between workplaces, universities, and international partners. It is concluded that providing international students with access to discipline-related work experience is emerging as a critical issue for South African universities.
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CHALLENGES ENCOUNTERED BY CPUT PRE-SERVICE TVET TEACHER DURING THE WORK INTEGRATED LEARNING –
Vimbelo Siphokazi
INDUSTRY-BASED IN THE WESTERN CAPE
Cape Peninsula University of Technology, Cape Town, South Africa
INTRODUCTION
Educational institutions and workplaces are no longer seen as isolated for pre-employment preparations and continuing workforce development (Choy, Warvik, & Lindberg, 2018). This is evident in South Africa’s policy framework for TVET colleges. South Africa’s policy TVET frameworks require that the Work-Integrated Learning (WIL) element of programmes include WIL in appropriate ‘industry settings’ to ensure that TVET lecturers develop expertise in both teaching their subjects and preparing their students for the demands of the workplace (Taylor & Van der Bijl, 2028).
Similar to Malaysia, the country strengthened policy guidance and regulatory frameworks for Technical and Vocational Education and Training (TVET), improving governance and programme implementation to support economic transformation and sustainable development (Ismail et al., 2028). According to this Malaysian study, transformation requires that TVET educators be well prepared to face the challenges of globalisation, enabling them to remain competitive. The study argues that developing competencies ensures that quality TVET educators produce competent TVET graduates capable of meeting the requirements of industries and professional bodies (Ismail et al., 2018). Similarly, the South African Policy on Professional Qualifications for lecturers in TVET provides a framework of professional qualifications for lecturers in the TVET system, which requires Work-Integrated Learning placements in education and industry settings (Van der Bijle, 2021). However, a few years ago South Africa had no established convention of industry placement for vocational lecturers, which prompted the introduction of a professional qualification for TVET lecturers: the Advanced Diploma in Technical and Vocational Teaching (ADTVT) (Van der Bijl, 2021). In 2021, the Cape Peninsula University of Technology (CPUT) began enrolling both prospective TVET lecturers and those already employed in the sector without a professional qualification. The ADTVT is an NQF Level 7 qualification, with entry requirements set at NQF Level 6. Among the modules offered is Work-Integrated Learning, which consists of two components: Teaching Practice (already established in the Faculty of Education) and an industry-based component. This study focuses on the WIL-industry-based component. An ADTVT is the programme this study used to investigate the challenges pre-service teachers experienced during the WIL-Industry-based experience. Thus, this study will address the following research questions. 1. What challenges did mathematics and engineering science pre-service teachers experience during their WIL-Industry-based?
LITERATURE REVIEW
Work-Integrated Learning in TVET Teaching
There is an increasing gap between industry expectations and the content taught by TVET lecturers (Mesuwini & Mokoena, 2023). At the same time, TVET plays a pivotal role in producing skilled graduates by shaping their professional competencies through pedagogical practices and exposure to WIL (Mesuwini & Mokoena, 2023). Work-Integrated Learning (WIL) involves learning in and from the workplace through industry exposure, interactions, and teamwork (Batholmeus & Prop, 2019; Mesuwini, Thaba-Nkadimene & Kgomotlokoa, 2021). It is a component of teacher education as it enhances lecturers’ potential to integrate theory with practice (Mesuwini et al., 2023). Moreover, WIL
was introduced to address the lack of work experience among TVET lecturers and to equip them with the industry skills needed for effective teaching (Mesuwini & Mokoena, 2023). All these studies show the significance of WIL in teaching. The primary and common significance is integrating the industrybased experience into teaching. However, most of these studies focus more on TVET lecturers who are already in the system, not on the pre-service TVET teachers, and also highlight the expectations of TVET teachers.
Expectations of TVET lecturers
The demand in educational institutions in the 21st century is constantly changing. Central to these evolutionary changes are the teacher's expectations. Teachers are expected to initiate innovative teaching strategies, which often come with various challenges (Ndebele, Legg-Jack & Tabe, 2023). Furthermore, lecturers are expected to demonstrate how their newly acquired knowledge and skills are applied to prepare students for the changes of the 21st century (Magadza & Mampane, 2024).
However, several studies have shown that traditional teaching still dominates TVET colleges. For example, there are concerns about the pedagogies employed by TVET college lecturers, particularly regarding teaching mathematics (Vimbelo & Bayaga, 2023). Most TVET lecturers rely heavily on traditional approaches where there is a lack of real-life examples (Vimbelo & Bayaga, 2023). Similarly, TVET college education is exam-oriented and lecturers often rely on a teacher-centred approach to impart concepts such as geometry to students abstractly (Madimabe, Bunmi, & Cias, 2020). Consequently, this leads to the deterioration of educational standards in the subject (Madimabe, Bunmi, & Cias, 2020; Magadza & Mampane, 2024). Thus, industry exposure helps teachers be creative and use practical teaching approaches that include real-life examples.
Preparation of Pre -Service TVET teachers
Pre-service teachers are particularly important today, as they will become the future educators responsible for shaping and developing students’ knowledge and skills (Napanoy, Gayagay & Tuazon, 2021). However, several studies have shown that TVET programmes do not sufficiently prepare preservice teachers for sustainability (Chinedu et al., 2019; Diao & Hu, 2022). Insufficient preparation for sustainability limits the TVE programmes’ prospects (Diao & Hu, 2022), and the preparedness level of the preservice TVET teachers is critical to the success of vocational education (Estubio & Sarsale, 2024).
Therefore, there is a critical need to equip preservice teachers with the competencies required for teaching. For example, another study focused on developing the technological competencies of preservice teachers (Tondeur et al., 2025). Pre-service teachers should be able to align their teaching with industry (Estubio, 2024). Supporting and preparing pre-service teachers involves knowing the needs and expectations of TVET lecturers as well as the challenges pre-service teachers face (Napanoy, Gayagay & Tuazon, 2021).
Challenges Faced by Pre-Service TVET Teachers in Industry-Based WIL
Some TVET teachers in the developing world face challenges in becoming effective educators (Ismail, Nopiah & Rasul, 2028). These challenges differ with studies conducted, and some are similar, as indicated below:
2. Individual differences among students, supervisors, and peers, as well as a lack of facilities, preparation, and training, contribute to the difficulties pre-service teachers encounter (Napanoy, Gayagay & Tuazon, 2021).
3. Other challenges include insufficient supervision from both industry personnel and colleges, limited opportunities for hands-on engagement with expensive machinery, and weak industry induction processes (Mesuwini & Mokoena, 2023).
4. Additional studies point to disinterest, low motivation, and inadequate industrial experience among vocational lecturers (Ismail, Nopiah & Rasul, 2018). Although these findings focus on lecturers rather than pre-service teachers, many of the challenges are still relevant, as pre-service teachers are preparing to become TVET lecturers, and some are already employed in such roles. There are recommendations from different scholars, such as strengthening collaboration with stakeholders (Cabreros & Barbacena, 2024), the need to enhance awareness among company owners regarding their crucial role in contributing to TVET education and ensuring the cultivation of a future workforce with high competence (Philogene, Zhiyuan & Nyoni, 2024). The effectiveness of TVET is contingent upon robust collaborations between TVET institutions and the industrial sector. Unfortunately, existing collaborations fall short of being effective in addressing the dynamic changes in the current labour market, particularly concerning the practical sides (Philogene, Zhiyuan, & Nyoni, 2024)
THEORETICAL FRAMEWORK
The study found situated learning theory to be an appropriate and relevant theory. This theory is a process of social participation in everyday situations rather than the acquisition of knowledge by individuals (Pengiran & Besar, 2018). Situated Learning Theory holds that effective education requires learning embedded in authentic contexts of practice, wherein students engage in increasingly more complex tasks within social communities (Pengiran & Besar, 2018). It is within a community of practice as shown in the figure below.
Figure 1: Model of Situated Learning Theory (Lave & Wenger, 1991).
The model shows the community of practice, which consists of two experts. One is the Institution, in this case, the University, that has sent these preservice teachers to Expert 2 (Industry). These experts (University and Industry) are expected to interact with each other and thereafter, each support the novices (preservice teachers). The pre-service learn from their interactions with the experts and gain opportunities to develop personally, professionally, and intellectually (Lave & Wenger, 1991). They learn as they participate in the industry. It can be concluded that learning occurs through participation as an “apprenticeship.” Situation Learning Theory emphasises the relevance of integrating new ideas and human actions into teaching; hence, it is appropriate for this study. Pre-service teachers were engaged in more complex, practical tasks requiring them to think about the mathematics and engineering science they will teach. Their teacher-educators prepared them in the classroom, and now they are out in the WIL industry to acquire practical knowledge. They will then apply the knowledge acquired in their classrooms (Pengiran & Besar, 2018).
Novice
RESEARCH METHODOLOGY
The study followed a qualitative approach as it is non-numerical and explores, discovers, and describes the experiences of pre-service teachers (Brodsky et al., 2016). The data collected from the WIL- industry assignment given to eight pre-service teachers teaching mathematics and engineering sciences during the WIL - industry session. The assignment focused on the challenges pre-service TVET teachers experienced during the WIL-Industry-based and how they will integrate the industry-based experience into their teaching. However, this paper focuses on the first part of the assignment the challenges experienced in order to improve the future placement of student teachers. Content analysis was used to examine the data.
DISCUSSION OF RESULTS
Communication breakdown
However, this paper focuses on the first part of the assignment examining the difficulties encountered to inform improvements in the future placement of student teachers. Content analysis was used to examine the data. “The host organisation did not know about the work-integrated learning for mathematics students”. Many factors can cause communication breakdowns. In this case, there was a limited partnership or relationship. There was no formalised and effective partnership between the host organisation and the ADTVT programme administrators. One can argue that the challenge began with poor planning, as it was not done thoroughly enough to establish partnerships. Partnerships and collaborations are encouraged by the pre-service teachers and scholars (Cabreros & Barbacena, 2024; Napanoy, Gayagay & Tuazon, 2021). “Partnerships or collaborations are expected to be in place between the university and the host organisation.”
Lack of support
The findings also showed no existing training programme for mathematics WIL teachers. It was their first time for the company to host mathematics teachers. Those mentioned that the University did not define the learning outcomes and assessment criteria for the host organisation, resulting in their inability to evaluate these teachers properly. Hence, scholars such as Philogene, Zhiyuan, and Nyoni (2024) argue that company owners need to enhance awareness regarding their crucial role in preparing these pre-service teachers.
Lack or insufficient supervision
Furthermore, the findings show that there were no dedicated supervisors or mentors. “I did have a dedicated WIL mentor who could come and review my training.” Some students were assigned to different supervisors who would get confused about what to do and how to mentor them. This finding calls for a proper induction for the mentors by the universities so that they know what is expected of them. Situated Learning Theory emphasises learning through relationships and interactions. Pre-service teachers might see this practice of working with different supervisors as a challenge. However, Situated Learning Theory emphasises learning within the community of practice, which consists of many experts, not just one (Lave & Wenger, 1991).
Working under pressure
One student reported that he had not encountered significant difficulties during his placement. However, he did note instances where his supervisor overlooked the fact that the training formed part of his studies rather than regular employment, which at times resulted in being assigned additional work. “I had to multitask because I am still a worker at the end of the day.” The student went further to support the findings above of mentors who do not know the expectations and said, “My supervisor gave me a project, but the instructions were not clear and did not make sense to me, and I had trouble seeing the bigger
picture.” Supervisors who gave them unclear instructions require what has been recommended above: a proper induction with the mentors or supervisors. Another challenge arose from the shift system, as students were assigned to different mentors who each applied their own strategies, leading to confusion. Despite this, students valued the experience and noted that they would seek to integrate their WIL-industry exposure into their teaching. They further observed that the experience would enable them to draw on real-life examples when teaching mathematics and engineering science, rather than presenting these subjects in an abstract manner.
IMPLICATION OF THE STUDY
Many institutions have introduced the Advanced Diploma in Technical and Vocational Teaching, within which WIL forms a core component. The findings of this study can assist higher education institutions offering TVET professional programmes including the one where this research was conducted to reflect on pre-service teachers’ experiences of WIL and to identify ways of strengthening its delivery. The study will also contribute to the TVET teaching pedagogy as TVET lecturers are expected to integrate industry experience into their teaching. The TVET college will gain an understanding of those challenges. The findings have helped the institution improve communication with the host and clarify expectations.
CONCLUSION
The challenges faced by pre-service TVET teachers during industry-based WIL are multifaceted and significant. In particular, communication breakdowns and inadequate supervision arose because some mentors were uncertain of expectations, especially in companies hosting mathematics and engineering science students for the first time. Hence, this study recommends establishing partnerships with companies and providing orientation or induction for mentors to ensure clarity about their roles when hosting pre-service TVET teachers. Collaboration between educational institutions and industry partners is therefore essential for aligning expectations and enhancing the experiential learning process.
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STRIDES TOWARDS A FUTURE-PROOF TVET ELECTRICAL TRADE THEORY N2 CURRICULUM: A SOUTH AFRICAN CONTEXT
Mesuwini Joseph
University of the Witwatersrand, Johannesburg, South Africa
Ganya Elison S.
Majuba TVET College, Newcastle, South Africa
Mlotshwa Sanele J
Majuba TVET College, Newcastle, South Africa
INTRODUCTION
The government aims to produce approximately 30,000 artisans annually in line with the National Development Plan 2030. However, a review of supply and demand reveals that 19% of these qualified artisans remain unemployed (Mzabalazo Advisory Services, 2022). The qualifications offered by Technical and Vocational Education and Training (TVET) colleges should equip students with the skills necessary to enhance their employability. If the issue of artisan unemployment is not adequately addressed, it may undermine the credibility of TVET colleges as institutions of higher learning and diminish their appeal as institutions of choice. In particular, the TVET curriculum must be aligned with the evolving needs of the labour market and broader society (Lolwana et al., 2015). It should focus on cultivating the skills, knowledge, and attitudes that enable students to become adaptable, competent, and responsive to the demands of a dynamic employment landscape. The evolving global economies are characterised by enormous technological changes that are fuelled by the ubiquitous presence of the Fourth Industrial Revolution (4IR), which has brought about automation and technological changes that have impacted on the way people live their lives and interact with each other (Barrow et al., 2020a). These digital technologies have resulted in proliferation of new job opportunities however, these changes also disrupted some existing industries and in the process, rendering other jobs obsolete (Dumitru & Halpern, 2023). The current digitalised labour market demands artisans who possess an appreciation of Fourth Industrial Revolution (4IR) technologies, including Artificial Intelligence, Robotics, the Internet of Things (IoT), and Virtual Reality (CEDEFOP, 2018). The TVET curriculum needs to incorporate the concept of 4IR technologies and how this can be used to solve problems in the industry to mitigate the skills obsolescence (CEDEFOP, 2018; Mesuwini, 2022). A TVET curriculum that is responsive to the needs of its students and environmental factors future-proofs it from obsolescence and enhances its graduates employability (Kana & Letaba, 2024a) Therefore, it is vital for TVET colleges to periodically revise their curricula to ensure that both their qualifications and the artisans they produce remain relevant and do not become obsolete. In 2020, DHET revised a number of Report 191 Engineering programmes. The purpose of this study is to evaluate the future-proof merit of the recently revised Electrical Trade Theory (ETT) N2 curriculum through subject matter experts’ perceptions.
Report 191 (NATED) Engineering and Business programmes in South Africa are nationally recognised technical and vocational qualifications offered at TVET colleges (Mabunda & Frick, 2020). The authors focus on developing practical and theoretical skills in business and engineering fields. The programmes span from N1 to N6 levels, with N1 to N3 providing foundational knowledge and N4 to N6 offering advanced, career-oriented training (Booyens, 2012). After completing N6, students gain eligibility for a National Diploma after completing 18 months of relevant industry experience. These programmes are designed to address industry-specific skills shortages by preparing students for pathways such as
apprenticeships, internships, direct employment, or further studies in engineering and related technical fields.
Problem Statement
The DHET is making steady progress in producing a sizeable number of artisans in line with the target set out in the National Development Plan for 2030 (Mzabalazo Advisory Services, 2022). However, a contradiction appears to exist while 19% of qualified artisans across all trades were unemployed, there are still ongoing claims of an artisan shortage (Mzabalazo Advisory Services, 2022). For instance, there was a report of a shortage of welder artisans, whereas there are unemployed welders. This may suggest that the quality of qualified artisans is inadequate, and that they lack the skills required to meet the specific needs of certain industrial sectors (Nkwanyane et al., 2020). This study will evaluate the futureproof merit of the recently revised Electrical Trade Theory (ETT) N2 curriculum through subject matter experts’ perceptions. This study is important as it will give feedback on the strengths and weaknesses of the revised curriculum and provide recommendations on future-proofing the Electrical Trade Theory (ETT) N2 curriculum.
Purpose
The purpose of this study is to evaluate the future-proof merit of the recently revised Electrical Trade Theory (ETT) N2 curriculum.
Research Question
To what extent does the recently revised Electrical Trade Theory (ETT) N2 curriculum align with future industry demands?
LITERATURE REVIEW
While there appears to be limited research specifically focused on future-proofing the TVET Electrical Trade Theory (ETT) curriculum, relevant studies were reviewed to provide contextual background and inform the discussion. In a study aimed at strengthening the long-term relevance of bioscience students’ enterprise skills, the Future Ready Ideas Lab was employed to cultivate enterprising behaviours among students (Barrow et al., 2020b). The study successfully addressed the issue of the importance of developing students’ skills to remain relevant in ever-changing global economies.
In South Africa, a study examining the transition to the Fourth Industrial Revolution (4IR) focused specifically on rural-based tertiary institutions (Yende, 2021). The findings highlighted that rapidly evolving digital technologies demand a radical review of existing curricula to ensure students are equipped with the skills needed to navigate complex technological systems. The revised curriculum should integrate concepts such as the Internet of Things (IoT), automation, and artificial intelligence to enable students to adapt to ongoing industrial and technological advancements.
Kana and Letaba (2024b) report on the problematic top-down approach style with regard to curriculum design, with all the decision-making powers centralised at the DHET level. This approach leads to delays in curriculum revision and marginalises lecturers' input in the development process. Yet their involvement is essential, as they play a central role in curriculum delivery.
Law-Obi and Dara (2020) note that feedback from the labour market and technological changes should be positively considered as elements of education policy for curriculum development. The authors recommended that the revision of education policy for the TVET curriculum should be synchronised with skills and technological changes. Menon and Castrill (2019) argue about a need for new approaches to curricula and programme types as a way of aligning the higher education system with the evolving 4IR technologies. The authors also suggested the need for collective participation in the matters of curriculum from institutions, regulators, students and lecturers (Menon & Castrill, 2019).
Terblanche and Bitzer (2018) outline how DHET is rigid in developing the curriculum at a macro-level without the full complement of all the relevant stakeholders, such as the subject matter experts in the colleges. The TVET curriculum is too prescriptive and does not allow for any room for innovation from the lecturers to close the existing technological gap. Part of their findings highlighted the pressing need to revise the R191 Engineering N1 - N3 curriculum to ensure its continued relevance to industry needs. A curriculum leadership framework for curriculum change in the TVET sector is proposed, which could assist in its revision (Terblanche & Bitzer, 2018). The literature review highlights the importance of a periodical review of the TVET curriculum for it to remain relevant and responsive to technological advancements. A fair representation of the relevant stakeholders in curriculum review is important to ensure the incorporation of different views.
THEORETICAL FRAMEWORK
This study is underpinned by General Systems Theory, which can be traced back to Bertalanffy's work in the 1930s (Von Bertalanffy, 1972). The theory mimics the ‘living organisms’ by revealing how the systems exchange matter with the environment. A system may be defined as groups or combinations of interrelated, interdependent, or interacting elements forming collective entities (Arnold & Wade, 2015) Organisations are perceived as open systems that interact with their environment with the intention to solve their inherent problems and prosper (Daft, 2009). TVET colleges will be viewed as an organisation with a common goal of producing quality artisans and graduates. The Systems Theory of Organisations comprises five key components: inputs, a transformation process, outputs, feedback, and the environment (Daft, 2009). In this context, inputs consist of infrastructure, textbooks, computers, lecturers, students and any other resources that are required to support teaching and learning. The transformation process comprises curriculum delivery and assessment processes that convert inputs into outputs. Alternatively, the outputs consist of tangible products like the qualifications and qualified artisans. The theoretical framework model designed for this study is shown in Figure 1 below.
METHODOLOGY
The study adopted a qualitative research design, using a single case study to explore the experiences and perceptions of TVET Electrical Engineering lecturers in depth. The focus on individual cases allowed for rich, detailed insights into the subject matter. Engineering lecturers with subject expertise and relevant teaching experience participated in the study.
Figure 1: Systems Model for TVET colleges.
Purposive sampling was used to select the 12 lecturers, ensuring that they have the necessary qualifications and insights related to the research questions. The approach was designed to elicit relevant and context-rich information. Data were gathered through semi-structured face-to-face interviews. This method provided flexibility in questioning, allowing researchers to probe topics more deeply while still covering all key areas of interest (Mesuwini et al., 2024). The semi-structured format also facilitated the observation of participants' feelings and their willingness to engage in the conversation, providing valuable data. Non-verbal cues were observed to provide insights into the participants' comfort levels and potential apprehensions regarding the interview process (Ivey, 2023) The interview data were analysed using thematic analysis, guided by the framework developed by Braun and Clarke (2021). This process involved several key phases: familiarising oneself with the data, generating initial codes, identifying and reviewing themes, defining and naming them, and producing the final report. This systematic approach enabled a thorough and rigorous examination of the data, allowing for the identification of meaningful patterns and themes within participants’ narratives.
RESULTS AND PRESENTATION OF RESULTS
The gathered data from lecturers across Campuses A, B, and C revealed recurring themes and some contradictions in perceptions regarding the revised Electrical Trade Theory (ETT) N2 curriculum. The major themes that emerged include: (1) shortcomings in addressing current and emerging technological requirements, (2) limited stakeholder engagement in curriculum development, and (3) proposed improvements to enhance future readiness. Supporting literature on future-oriented curricula emphasises the importance of industry relevance, the integration of evolving technologies, and the need for regular curriculum updates.
Table 1: Participant responses
Participant Responses
Lecturer 1 I think the revised curriculum does not cover much of the gaps that exist in terms of matching technological changes.
Lecturer 2 The 4IR is driven by various technologies such as the Internet of Things, Artificial Intelligence, Robotics, etc. All these technologies are not included even in partiality in the curriculum.
Lecturer 3 I think the process of reviewing the curriculum is taking so long, and worse, it is still very prescriptive, lacking flexibility and any room for innovation.
Lecturer 4 To make the curriculum future-proof, we suggest that the curriculum be annually reviewed with a full establishment of all the relevant stakeholders.
Lecturer 5 DHET is revising the ETT N2 curriculum without consulting the lecturers teaching the subject or the industry that receives the TVET college graduates to include their input.
Lecturer 6 DHET is not reviewing the curriculum as often as it should.
Lecturer 7 When the curriculum was revised, we expected a call for inputs from subject matter experts in conjunction with the industry partners and SETAs, but that was not the case.
Lecturer 8 The curriculum for ETT N2 was reviewed after more than 10 years.
Lecturer 9 The use of auto recloser should be included in the curriculum and be explained in detail.
Lecturer 10 Fault-finding must include content on the fault pathfinder, which detects the fault direction, which will show the direction where the fault exists.
Lecturer 11 Combine Electrical reticulation and renewable energy so that it may address wiring of solar panels
Lecturer 12 Include a renewable energy chapter to address technological changes on how electricity is generated from various renewable energy sources.
The results indicate that a future-proof TVET curriculum should emphasise adaptability, technological integration, and industry alignment to equip students with relevant skills for the current job market. The key findings stress the importance of incorporating digital literacy, soft skills, and problem-solving abilities, thus enabling students to navigate automation and digital transformations. The curriculum should prioritise continuous skill-updating, interdisciplinary approaches, and strong partnerships with industry to ensure training matches real-world demands.
Technological Relevance and Future-Readiness
Across campuses, lecturers consistently report that the revised curriculum fails to adequately integrate emerging technologies associated with the Fourth Industrial Revolution (4IR), such as artificial intelligence, the Internet of Things (IoT), and robotics. Lecturer 1 from Campus A highlighted that while batteries and AC Circuit Theory have been added, there is minimal emphasis on renewable energy and no mention of 4IR technologies. Similarly, Campus B’s Lecturer 5 and Campus C’s lecturers 9 - 12 argued that basic principles of ETT should connect to technologies impacting the electrical field today, such as virtual reality and auto reclosers.
According to Ra et al., (2021) and Pavlova and Lesser (2020), a curriculum is future-proof when it integrates rapidly advancing technological competencies, enabling students to gain skills that remain relevant despite evolving job demands. Particularly in TVET, applying 4IR concepts ensures students are equipped to enter industries shaped by these technologies. Without regular updates, graduates may lack skills critical to modern workplaces, such as the IoT for smart grid systems, which is a gap noted by the ETT lecturers across all campuses.
Stakeholder Involvement and Consultation Process
The lack of inclusive stakeholder engagement in curriculum revision was evident in the results. Lecturers from all campuses felt that the DHET did not adequately involve key stakeholders, like lecturers, industry experts, and employers, in the revision process. Lecturers from Campus A expressed their limited involvement, while Lecturer 6 at Campus B criticised DHET for failing to consult local industries that would employ the TVET graduates. Similarly, lecturers at Campus C suggested that at least one lecturer from each college should be included to improve the curriculum’s relevance. The findings align with Suarta et al., (2018) and Mesuwini et al., (2026), who emphasised the value of industry collaboration to align educational content with current labour market demands. According to Sgarz (2021), co-designing curricula with employers, government bodies, and academic experts leads to
a curriculum that remains adaptive to real-world changes, a sentiment echoed by multiple lecturers across the campuses.
Recommendations for Curriculum Improvement and Future-Proofing
Lecturers from each campus provided recommendations for making the curriculum future-ready. These suggestions included frequent reviews (every five years), which could allow the curriculum to adapt to technological advancements and industry changes. Lecturers advocated for a modular approach, potentially with elective courses that cater for industry-specific needs. A more detailed coverage of renewable energy reticulation and fault-detection technology was recommended, aligning with modern industry practices. To ensure curricula remain relevant in the face of rapid change, scholars advocate for modular, adaptable designs that offer pathways aligned with diverse industry needs (Ehlers & Kellermann, 2019). Lecturers from Campus C highlighted distinctive industry applications such as fault path finding and auto-recloser technology that are often overlooked elsewhere. While some lecturers called for a comprehensive, system-wide curriculum revision, others, particularly from Campus B, argued for district-specific adaptations to better reflect the unique demands of local industries.
CONCLUSION
The findings on future-proofing the TVET curriculum underscore the need for a more dynamic and adaptable approach that keeps pace with rapid industry advancements and technological change. There is a strong emphasis on embedding digital literacy, soft skills, and industry-specific competencies to better prepare students for a competitive labour market. The results highlight the critical role of TVET–industry partnerships in maintaining curriculum relevance and ensuring practical application. Although the revised Electrical Trade Theory (ETT) N2 curriculum introduced minor updates, lecturers consistently expressed concern that it remains insufficient for equipping graduates with the skills needed to navigate emerging technologies, particularly those related to the Fourth Industrial Revolution (4IR). The consensus around the need for broader stakeholder involvement aligns with literature suggesting that diverse input supports curriculum evolution in line with industry trends. The study recommends regular, responsive curriculum updates that reflect both regional priorities and technological advancements. Further research could explore the relevance of other engineering and business studies subjects to deepen understanding of broader curriculum alignment with industry needs.
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STRUCTURED INTERNSHIPS AND GRADUATE EMPLOYABILITY: DEVELOPMENTAL INSIGHTS FROM A SOUTH AFRICAN UNIVERSITY OF TECHNOLOGY
Bulose Thabile S
Nofemela Fundiswa R
Mangosuthu University of Technology, Durban, South Africa
INTRODUCTION
Graduate unemployment in South Africa remains persistently high, despite the proliferation of internship programmes intended to bridge the gap between academic training and workplace readiness. However, many of these internships are informal, poorly supervised, and misaligned with qualification outcomes. This results in limited employability gains for participants. Research increasingly shows that internships are most effective when they are intentionally structured, with clear learning outcomes, mentorship, and coordinated academic-industry engagement.
This paper investigates how a structured internship programme, implemented at a South African University of Technology, contributed to graduate employability by formalising internship design and embedding reflective learning. This study applies the Internship Model proposed by Narayan, Olk, and Fukami (2010) to evaluate three dimensions of internship effectiveness: antecedents (host readiness), processes (supervision and engagement), and outcomes (skill development and career clarity). The purpose of the study is to illustrate how structured internships, when guided by a coherent framework, can enhance graduate employability and inform broader institutional reform.
LITERATURE REVIEW
Internship design and implementation have emerged as focal points in global employability discourse, with mounting evidence underscoring the importance of structured, supervised, and learner-centred programmes. Lubega and Schultz (2022) emphasise the significance of mentorship and Stakeholder alignment, asserting that inconsistencies in supervision dilute developmental outcomes. Their research points to the necessity of coordinated involvement from academic institutions and host organisations to foster learning that is both intentional and contextually relevant.
In the South African context, SASSETA (2025) identifies the lack of structural integrity - particularly the absence of performance metrics - as a major obstacle to internship effectiveness. The report advocates for institutional accountability and standardised frameworks to ensure that internships translate into measurable employability gains. Echoing this concern, Ngoepe et al. (2024) present evidence of encouraging post-internship employment outcomes but caution that without structured continuity and targeted career support, such benefits remain unsustainable.
Further illustrating the value of intentional programme design, Pietersen and Malatjie (2021) explore coaching frameworks within public sector internships. The authors find that structured mentoring fosters the development of professional identity and interpersonal competencies, positioning interns to navigate workplace environments with greater confidence. These findings are consistent with broader educational perspectives, which emphasise that mentorship should extend beyond task supervision to encompass developmental guidance and reflective feedback.
Wan et al. (2024) investigate the experiences of accounting students and demonstrate how the integration of reflective tools and responsive feedback within internships enhances career agency. Their study shows that aligning pedagogical support with workplace experience enhances professional growth, underscoring the need for institutions to embed evaluation mechanisms within internship programmes. Musa, Ndlovu, and Idris (2025) extend this argument by focusing on soft skills and digital
competencies. The authors report that structured internships consistently improve technical fluency and adaptability, while noting that outcomes vary across disciplines and institutions, reinforcing the need for context-sensitive programme design.
Theoretical contributions also enrich the internship literature. Brown and Hesketh (2004) introduce the concept of "positional conflict" theory, arguing that employability is shaped not only by skill acquisition but also by the social and institutional hierarchies that graduates must navigate. The authors propose that structured internships help mediate positional barriers by exposing students to professional norms and cultivating confidence in high-stakes environments. Complementing this, Billett (2011) advocates for a model of “guided participation,” where workplace supervisors act as co-educators. This approach promotes learner agency and accountability, positioning interns as active contributors within developmental ecosystems.
Taken together, these studies converge on a shared conclusion: internships must evolve into formalised, accountable systems with embedded learning outcomes, robust supervision, and ongoing academicindustry collaboration. Such frameworks are essential not only for skill development but for fostering equitable access to career opportunities within complex and competitive labour markets.
THEORETICAL FRAMEWORK
The study is guided by the Internship Model proposed by Narayan, Olk, and Fukami (2010), which distinguishes three interrelated domains of internships:
1. Antecedents: This stage evaluates the readiness of the host by considering host motivational factors, readiness to host, and host-site capacity.
2. Processes: This stage considers engagement quality during the internship, supervision, feedback mechanisms, and reflective learning.
3. Outcomes: This final stage evaluates acquisition of skills by the interns, job readiness, and stakeholder satisfaction.
This model was chosen for its ability to enable both diagnostic and iterative evaluations, making it possible to consider each stage of the programme implementation in a structured way. Figure 1 presents a visual summary of the Internship Model proposed by Narayan, Olk, and Fukami (2010), highlighting its three domains Antecedents, Processes, and Outcomes as applied in the institutional case study. Each domain is linked to core activities, evaluation tools, and stakeholder roles.
Figure 1. Narayan’s Internship model, 2010
METHODOLOGY: FRAMEWORK-GUIDED CASE ANALYSIS
This study employs a framework-guided case analysis which, according to Goldsmith (2021), is suitable for applied policy and programme evaluation research owing to its structured, transparent, and flexible nature. Viewed through the Internship Model proposed by Narayan, Olk, and Fukami (2010), the internship experiences are organised into three interrelated domains:
1. Antecedents: Examining the readiness and capacity of host departments, including motivational factors, mentorship intent, and alignment with the structured internship programme goals,
2. Processes: Evaluating supervision quality, structured engagement, reflective practices, and feedback mechanisms during the internship period, and
3. Outcomes: Assessing skill development, career clarity, and post-internship employment, alongside stakeholder satisfaction.
The campus-based internship programme was analysed across these domains to reveal how structure, intentionality, and stakeholder collaboration contribute to graduate employability. Each stage was operationalised using targeted data sources as shown in Table 1 below:
Table 1. Table showing the operationalization of the stages of the Internship model
Internship Model Domain Key Activities Data Sources Purpose
Antecedents
Processes
Outcomes
Host proposal submission, intern induction Department proposals, induction media
Intern duties, supervision, monthly reflection
Exit reflection, host feedback, employability
Reflection logs, attendance registers
Exit essays, feedback forms
Evaluate design, job-role relevance, mentorship planning and to demonstrate formal induction
The evaluation framework tracks learning progression and experiential challenges, monitors participation and engagement levels, and assesses supervision quality, productivity, and intern development.
Evaluate personal development and career trajectory
This approach allowed for a systematic evaluation of the internship’s design and impact, capturing how institutional structure and experiential learning combine to foster workplace readiness. The Internship Model facilitated conceptual coherence across the study and enabled fine-grained analysis grounded in stakeholder experience and programme documentation.
FINDINGS
Antecedents
Document analysis revealed that the Cooperative Education Department at the institution adopted a proposal-based recruitment strategy by issuing a Call for Expression of Interest (Figure 2a).
This aligns with best practices in Work-Integrated Learning (WIL), which emphasise intentional matching between institutional objectives and host organisation readiness (Jackson, 2015). Potential host departments were required to submit detailed plans outlining internship roles, mentorship approaches, and structured training commitments (Figure 2b), reflecting a competency-based framework that prioritises scaffolded learning and professional socialisation (Smith, Ferns & Russell, 2019).
Figure 2a Call for Expression of interest
Figure 2b. Expression of interest by a host
In total, 45 units were selected, enabling the placement of 115 graduates across diverse professional contexts. Intern induction was structured around workshops that addressed professional etiquette, CVwriting, contractual obligations, and the compilation of Portfolios of Evidence (PoE). These components align with the 2011 call by Coll and Zegwaard for preparatory interventions that enhance employability outcomes through reflective documentation and critical engagement with practice (see Figure 3). The PoE orientation, in particular, aligns with Kolb’s Experiential Learning Theory, which underscores the importance of structured reflection in translating experience into professional competence.
Figure 3. Intern Induction session– a preparatory intervention
Process
On 1 March 2022, all interns formally commenced their placements at designated workstations. Consistent with the programme’s requirements, interns engaged in structured monthly reflective practice, documenting workplace challenges, skill acquisition, and experiential learning. Figure 4 illustrates intern responsibilities and developmental milestones from induction to exit, aligned to graduate attributes and supervision stages. It also highlights experiential learning and career agency within the “Outcomes” phase as set by Narayan et al (2010). The practice of reflection aligns with Brookfield’s (1995) model of critical reflection, which argues that systematic self-examination promotes practitioner agency and deep learning. Similarly, the use of reflective logs reflects the perspective of Boud, Keogh, and Walker (1985), who highlight guided reflection as a means of transforming experience into knowledge.
Figure 4. Extract from student reflection report
The internship programme employed a multi-tiered monitoring system that combined attendancetracking through monthly timesheets (Figure 5), host supervisor feedback, and real-time workplace check-ins, reviewed centrally by the Job Placement Officer. This layered oversight not only addressed emergent challenges but also reinforced formative evaluation principles, whereby timely feedback loops support learner progression and institutional responsiveness (Patrick et al., 2008).
By integrating reflective entries with administrative scrutiny, the programme operationalised a hybrid supervision model that nurtures both developmental and accountability dimensions of experiential education. This approach aligns with the concept of dialogic supervision outlined by Rowe, WinchesterSeeto, and Mackaway (2019), in which sustained engagement between institutional actors and workplace supervisors ensures coherence between academic intent and professional growth. Such design promotes procedural compliance while enabling early intervention and adaptive support, which are hallmarks of equitable and high-impact WIL practice.
Figure 5. Sample monthly timesheet
Outcomes
At the conclusion of the six-month internship period, a structured Exit Reflection session (Figure 6) was convened, inviting interns to reflect on their experiential journey, professional growth, and challenges encountered collectively. This aligns with the concept of the "reflective practitioner" introduced by Schön (1983), which emphasises how post-experience reflection enables learners to consolidate tacit knowledge and transform episodic work experiences into actionable insights Such collective debriefs also foster the co-construction of meaning, which Vygotsky (1978) posits as central to socio-cultural learning models.
Interns were encouraged to articulate the evolution of their workplace identities, skillsets, and practitioner values, echoing the developmental phases described in the framework on informal learning in the workplace (Eraut, 2004). By foregrounding intern voice, the session created space for agency, critical self-assessment, and narrative integration which are hallmarks of effective WIL closure activities (Jackson, 2016).
Concurrently, host departments submitted written reflections detailing their experiences with the interns, including mentorship outcomes, observed growth trajectories, and capacity-building implications. This practice is supported by the stakeholder-inclusive evaluation models outlined by Rowe et al. (2012), which emphasise reciprocal accountability and dialogue. Host reflections not only
provide a feedback loop for programme improvement but also facilitate a two-way learning process where supervisors refine their own mentoring approaches through structured reflection. Together, these reflective practices, intern-led and host-authored, embody the principles of transformational learning (Mezirow, 1991), where reflection catalyses cognitive shifts and professional maturation. Moreover, they serve as rich qualitative data for program evaluation and inform the development of adaptive, learner-centred future placements.
Figure 6: Program for a reflection session
The findings in this study reveal that there were notable improvements in Intern confidence and career clarity, soft-skill proficiency and workplace adaptability, post-internship employment across multiple disciplines, as well as Stakeholder support for institutionalising the structured internship programme.
DISCUSSION
This paper used the Framework-Guided Analysis to examine the role of consistent communication among stakeholders in facilitating a structured and impactful internship programme. Drawing on the Internship Model developed by Narayan, Olk, and Fukami (2010), the discussion is organised around three evaluative domains - Antecedents, Processes, and Outcomes - each contributing to the programme’s effectiveness in enhancing graduate employability.
Antecedents: Host Readiness and Strategic-Matching
The programme’s use of a proposal-based recruitment strategy - which required departments to articulate intern roles, mentorship plans, and developmental goals - reflects intentional host-site preparation. This aligns with Narayan’s emphasis on host motivational factors and capacity, ensuring that placements were not ad hoc but strategically matched to institutional objectives and intern needs. The expression of interest mechanism enabled departments to identify capacity gaps and position themselves as active partners in intern development, thereby strengthening the foundation for meaningful engagement.
Processes: Supervision, Engagement, and Reflection
Interns participated in structured induction workshops, monthly reflective practice, and ongoing supervision, all of which fall under Narayan’s process domain. The multi-tiered monitoring system that combines attendance-tracking, supervisor feedback, and real-time check-ins, embodied a hybrid supervision model that balanced accountability with developmental support. This approach resonates with dialogic supervision principles, where sustained mentor-intern engagement fosters coherence
between academic intent and workplace learning. Reflective logs and portfolios of evidence enabled interns to chronicle their growth, challenges, and evolving professional identities, reinforcing experiential learning and career agency.
Outcomes: Employability Gains and Stakeholder Feedback
The programme’s final phase focused on outcomes, including intern confidence, soft-skill development, and post-internship employment. Structured exit reflections and host feedback forms provided rich qualitative data on skill acquisition and workplace adaptability. Interns reported increased career clarity and professional maturity, while host departments noted meaningful contributions to operations and mentorship value. These findings validate Narayan’s assertion that structured internships, when supported by intentional design and reflective scaffolds, can significantly enhance job readiness and stakeholder satisfaction.
Linking Back to the Argument
By organising the discussion around Narayan’s framework, the paper reinforces its central argument that structured internships, grounded in host readiness, developmental processes, and reflective evaluation, are more likely to produce employability outcomes than informal or unsupervised placements. This alignment ensures that the findings are not only descriptive but analytically coherent, thus offering a replicable model for institutional reform.
Recommendations
For internships to contribute to the development of employability skills, there is a need to institutionalise structured internship policies with embedded learning outcomes. Host organisations need to implement performance-tracking and post-internship career guidance to the interns and scale feedback mechanisms to foster continuous improvement and accountability.
Limitations to scalability across internship hosts
While the structured internship programme described was successfully implemented within campusbased host departments, where proximity and institutional control facilitated coordination, its broader application presents notable challenges. Most internships commence post-qualification, when graduates are no longer institutionally affiliated beyond alumni status. This temporal and relational detachment restricts the Institution’s ability to sustain direct oversight, mentorship structures, and developmental-tracking. Furthermore, scalability is constrained by resource limitations. Institutions may lack the capacity to extend structured internship supervision and performance-monitoring across external or geographically dispersed hosts. As such, while Narayan’s Internship Model provides a robust framework, its effective operationalisation is contingent on institutional reach, stakeholder availability, and systemic support mechanisms.
Conclusion
Structured internships, when rooted in mentorship, communication, and reflective learning, offer a scalable pathway to employment. The model detailed in this paper exemplifies how institutional coordination and stakeholder engagement transform internships from placement exercises into developmental experiences.
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TVET STUDENTS’ PERSPECTIVES ON THE EFFECTIVENESS AND CHALLENGES OF WORKINTEGRATED LEARNING PROGRAMMES: A MULTI- COLLEGE ANALYSIS
Gwaze Rumosa Francisca
Ikhala TVET College, Queen Nonesi Campus, Queenstown, South Africa
Mesuwini Joseph
University of the Witwatersrand, Johannesburg, South Africa
Tenderere Morris
Lovedale TVET College, Alice Campus, Alice, South Africa
Notununu Bavuyile
Ingwe TVET College, Maluti Campus, Matatiele, South Africa
INTRODUCTION
The unprecedented COVID-19 pandemic severely disrupted the global economy, resulting in significant economic contraction and widespread job losses. The crisis ordered the recovery strategies to anchor on resilience, innovation, and sustainable growth. In this regard, work-integrated learning (WIL), which is a component of vocational education, plays a crucial role in the recovery of economies. WIL connects education and industry by offering students an opportunity to develop the competencies required for the contemporary, changing job market. WIL programmes at institutions play a critical role in integrating theory with workplace competencies, especially within the TVET sector. WIL is often characterised by mismatches between the placement and student study program, inadequate supervision, and limited industry alignment. This study examines the challenges faced by four South African TVET colleges in the Eastern Cape, with the aim of strengthening the call for more effective WIL programmes and informing future policy development.
Research questions
The following questions guided this research:
1. To what extent do the students feel that their college prepared them for placement?
2. What are the challenges faced by students in adapting to the work environment?
3. Are the support and monitoring systems during WIL are adequate?
4. Do students consider the WIL assessment to be fair?
5. What are the skills, career development, and academic alignment that students gain from WIL placement?
6. What changes could be made to ensure the WIL placement process will run smoothly?
LITERATURE REVIEW
According to Smith and Worsfold (2015), ‘WIL’ refers to "a pedagogical approach which integrates academic theory with practical workplace experience, allowing students to develop both their technical and professional competencies." WIL, in the South African TVET sector, assists in improved employability by developing critical skills that include problem-solving, communication and criticalthinking. The approach equips vocational education graduates with the required competencies to face the challenges at a professional level. WIL dates back to Imperial Rome, with its earliest recognition being in WACE's mission statement (Bradford, 1995). Ever since then, the term's usage has become more frequent, being used as an umbrella term to describe a range of similar approaches (Patrick et al., 2008).
WIL draws on several well-established learning theories, integrating cognitive, social, and environmental factors. Piaget’s cognitive development theory emphasises how learners adapt and assimilate new knowledge (Piaget, 1952) while Bandura’s Social Learning Theory (Bandura, 1977) highlights the importance of learning from others through observation and imitation. Lave and Wenger’s situated learning stresses the role of communities of practice in collaborative learning (Lave & Wenger, 1991). Kolb’s experiential learning model (Kolb, 1984) and Schon’s theory on reflective activity (Schon, 1953) focus on learning through experience and reflection. These theories provide a solid foundation for WIL, guiding curriculum design and implementation to enhance student learning and development.
Benefits of WIL to various stakeholders
WIL offers substantial benefits to students, academic institutions, and workplaces. It focuses on the practical application of tools and processes within an industry setting to enhance career prospects. Such placements play a pivotal role in bridging the gap between theory and practice, thus enabling students to develop their skills and professionalism, refine their competencies, and gain a deeper understanding of workplace dynamics. This provides opportunities for the students to network with other professionals within the industry, thus creating avenues for valuable job offers. Placements allow students to investigate careers and hence gain an understanding of their interests and strengths, which is a competitive advantage in job markets. Such experiences will facilitate the transition to work with continued personal growth and, at times, reassessment of career goals.
Academic-industry collaborations have several advantages for the parties involved. For example, employers can assess a student's skill and cultural fit, thereby improving morale among employees. In addition, organisations benefit by gaining access to talent equipped with both academic knowledge and practical experience, thereby streamlining recruitment processes. Furthermore, such collaboration enables students to apply theoretical concepts in real-world settings, which can contribute to improved academic performance. Institutions, therefore, are able to produce higher-quality graduates and enhance their reputation.
Challenges faced by students
Regardless of the benefits associated with WIL programmes, many significant hurdles hamper successful experiences. There is a limited availability of appropriate placements, which culminates in inequality in participation, especially for students in rural or underdeveloped areas (Patrick et al., 2008). Other challenges consist of situations where some students feel that they are assigned minor tasks to perform, thus causing alienation and dissatisfaction as they will be expecting to be given high-level tasks. There is also the challenge of balancing academic and work responsibilities, where students complain of stress associated with full-time placements. Performing repetitive tasks also tends to induce dissatisfaction in the placed students (Jackson, 2018; Smith et al., 2017).
RESEARCH METHODOLOGY
Research Design
This study employed a mixed-method research design, combining quantitative and qualitative (Creswell, 2014). Quantitative data was collected and entered into Excel so that it could be analysed for descriptive statistics and correlations to identify trends and relationships among variables. For qualitative data, surveys and focus groups were used (Johnson & Onwuegbuzie, 2004). The survey adopted a combination of closed and open-ended questions, with the use of the Likert scale. Focus groups were employed to gather in-depth qualitative data with six participants per group (Krueger & Casey, 2014).
Participant selection
Participants were chosen through purposeful selection. The study aimed at diversity across different TVET disciplines to capture a wide range of experiences. Students in business studies, engineering, and farming management were included in the study to identify how different fields influence WIL outcomes and perceptions.
Data-collection process
A total of 136 students, all currently enrolled in TVET programmes were selected to participate in the study. These students had either recently completed, or were in the process of, undergoing WIL placements. Teddlie and Yu (2007) have asserted that if a sample size is over 100, the identification of trends is possible, and subgroup analysis can be performed.
Data Analysis
SPSS was used for quantitative analysis, while ATLAS.ti was employed for qualitative analysis.
Descriptive Statistics
Descriptive statistics, including frequencies and percentages, were calculated to provide a basic summary of the data. The open-ended responses of the survey and focus groups were thematically analysed by using ATLAS.ti. The integration of quantitative and qualitative data in this study created a better understanding of the research problem.
RESULTS AND DISCUSSION
The qualitative students' perspectives and challenges of WIL results were presented according to the following themes: challenges faced during WIL, support received during WIL, mismatch between curriculum and industry expectations, and TVET college role in WIL placement. Quantitative results were then presented, showing the positive correlations.
Challenges faced during WIL placements
The data highlights several challenges faced by students during their WIL experiences, which can be grouped under specific categories. The excerpt below shows a mismatch between student skills and job requirements.
Participant 125 said that “I had to work with animals, yet I was just used to crops.” The findings indicate a degree of misalignment between students’ academic focus and the tasks assigned during WIL. It also reflects on either misalignment of the curriculum with industry needs or failure to complete the syllabus by the lecturer. This lack of alignment creates confusion and lowers confidence, thus restricting the learning benefit of industry placements.
Another student indicated delayed and limited industry placement opportunities saying, “it took me a year after my N6 to find placement” (Participant 1). Delays in finding industrial placements result in demotivation, the development of stale skills, and gaps in workplace experience. These delays disrupt the learning continuum, causing frustration and financial strain that might render academic knowledge obsolete by the time students are exposed. Participant 6 reported accommodation and financial difficulties: “My most difficult challenge was accommodation. I faced financial difficulties “(Participant 46). Problems related to issues such as the unavailability of reasonably priced accommodation near placement sites and the financial burden of living costs affecting the well-being, attention, and involvement of WIL students thus resulting in bounding learning or increasing dropouts caused by economic distress.
Similarly, Participant 12 showed a lack of workplace readiness in terms of soft skills saying: “I did not know customer service” (Participant 61). The participant noted minimal workplace preparedness, particularly in soft skills like customer service and effective communication, which are difficult to teach
academically. Students struggle to adapt to workplace culture and build relationships owing to insufficient soft skills training, limited mentorship, and lack of supervision during WIL, exacerbating these challenges:
“The supervisor was sometimes harsh to me” (Participant 66).
“The workplace mentors do not provide sufficient guidance or supervision” (Participant 72).
These excerpts have identified poor mentorship and savage supervision as general complaints during WIL. Poor mentoring and a lack of supervision in WIL limit student skills development. Supervisors seem inaccessible and a lack of feedback serves to undermine students' confidence. This affects the students' ability to contextualise work experience and, therefore, diminishes their employability and professional readiness. For competence and confidence to be developed, good guidance is paramount.
Participant 79 indicated having overwhelming responsibilities during WIL:
“I was assigned excessive responsibilities for things that I did not know.”
Some students faced tasks beyond their skills or expertise, causing stress and confusion. Without adequate training or preparation, they felt unsupported, hindering learning and leaving them overwhelmed with new responsibilities.
In this view, Participant 83 reported:
“We were asked to work overtime without payment at all. We stand in for permanent employees during public holidays and long weekends without compensation or recognition.“
“Worked overtime and during holidays for no payment.”
Unrealistic expectations in WIL involving unpaid overtime or lack of support thwart the learning process, lead to burnout, and eventually discourage participation. Balancing practical exposure, student welfare, and industry-aligned training fosters better outcomes, resilience, and satisfaction for students and organisations.
Support received by students during WIL
Views on colleges supporting TVET were inconsistent. Colleges that had structured induction and placement services made students enter WIL with ease as they provided them with the needed knowledge to match the employer's requirements. The excerpts from the students' experiences bring out these aspects:
“I did not receive much support from the college in finding a placement and had to search on my own” (Participant 85).
There was no support from the college (Participant 88).
The excerpts highlight a lack of college support in securing WIL placements. This lack of college support leads to stress, delays, and placements unrelated to their field of study, so decreasing the value of WIL. Despite difficulties, students develop communication and negotiation skills through self-directed placement efforts. Some students reported a lack of college follow-up and monitoring, saying: “The college did not visit me (Participant 90)
The absence of college visits during WIL results in a lack of supervision, leaving students without adequate support and at risk of unproductive experiences. Regular visits provide essential guidance and allow challenges to be addressed promptly, thereby enhancing students’ learning and career readiness. Timely interventions prevent issues from escalating, thus allowing students to engage in more meaningful WIL experiences. However, Participant 19 remarked, "They were visiting and checking up on me". Regarding financial support, participants indicated that:
“The college gave me a stipend” (Participant 12).
“I got a stipend for 12 months only” (Participant 19).
Financial support helped ease the burden of WIL participation, but the stipend provided for "12 months only" was often insufficient to cover the programme's full duration. Stipend amounts ranged between R3 500 and R5 500, varying by funder. Disparities arose as SETAs, despite sharing the same mandate from the Department of Labour offered unequal financial support. This limited funding left less privileged students struggling to cover accommodation, transport, and living expenses. Those without stipends faced even greater pressures, highlighting the need for consistent and adequate financial support during WIL:
“The college organised induction and found placement for me” (Participant 22).
Those institutions providing good support for WIL typically prepare the students well and secure appropriate placements. As such, the learning outcomes are positive. Unfortunately, this support is inconsistent across colleges. Some students receive placements, stipends, and regular follow-ups, while others are required to secure their own placements with minimal or no follow-up support. This disparity indicates that there is greater consistency required across institutions. Colleges should increase their collaboration with industrial stakeholders, so ensure placement is managed smoothly, and do followups regularly to ensuring better outcomes from WIL and that all students have quality experiences.
Mismatch between curriculum and industry expectations
The theme examined the disconnect between the learning outcomes achieved in the classroom and the skills students are expected to apply in the workplace during WIL. While others reported that their theory aligned with industry needs, other students encountered significant gaps in their preparation for industry tasks. Below are some excerpts providing the key challenges and insights based on the student responses.
We focused a lot on technical subjects in class, but at the workplace, I needed strong communication and teamwork skills that we did not cover much”” (Participant 27).
This results in a gap between classroom learning and workplace realities. The class focuses on technical skills instead of soft skills, such as communication and teamwork. The system, therefore, produces students who are ill-prepared for the social and cultural aspects of the workplace (Mesuwini & Bomani, 2021):
“We did not talk about workplace culture or professionalism in class, but this was a big part of my WIL experience, and I was not ready for it” (Participant 36).
The finding refers to a lack of curriculum content on workplace norms, professional behaviour, and organisational culture. These soft skills are key components of the workplace experience, yet they are often disregarded in academic settings where the focus is on technical or theoretical knowledge. This results in students feeling overwhelmed when transitioning into a professional environment. Another student reported:
“I felt underprepared because the coursework did not offer enough hands-on experience, which was expected in the workplace” (Participant 94).
The extract brings out the curriculum gap. Students feel that classroom learning is not adequately equipping them to accomplish tasks at work. While they excel in technical subjects, the lack of exposure to practical applications causes frustration for both students and employers. The students themselves expressed "a lack of exposure to practical work during N4-N6" showing a lack of appropriate inclusions of practical components within the curriculum. Another claimed, "Treating sick animals was not covered in
class," which further proved how skills specific to an industry are lacking, thus leaving students deficient in crucial areas required by the industry. A student who studied the NCV programme indicated positive learning outcomes and said:
There were no gaps because I came from NCV to farming, so the syllabi covered everything that I saw on the farm (Participant 99).
The NCV programme offers both practical and theory. A college with adequate resources offers training according to industry expectations. A mismatch in what is taught and what industries expect was shown by the data owing to gaps in soft skills and practical training. Soft skills modules need to be imbued in the curriculum of TVET colleges, along with practical work. Matching up this curriculum to workplace expectations would result in the better preparation of students while they are on WIL placement, hence better career preparation and success at the workplace.
The role of TVET colleges in WIL placement
The analysis reflects the challenges and recommendations expressed by the students during WIL:
“The college should establish more partnerships with companies in our field to guarantee relevant placement opportunities aligning with our studies” (Participant 101).
The finding shows a key responsibility of the TVET college in securing relevant and appropriate WIL placements for students. Securing strong partnerships prevents students from struggling to find placement opportunities directly linked to their courses or intended career path, which can result in a mismatch between their academic training and the practical work performed during WIL. A student recommended that colleges “check students on WIL every three months and communicate with the workplace often.” Other students said:
“The college should host more industry networking sessions to connect with potential employers before placement” (Participant 104).
“They must talk to SETAs so that we get the stipend” (Participant 105).
These responses highlighted the need for proactive industry involvement in the period leading to WIL placements, whereby students would be exposed to employers and opportunities for possible careers. Students require stipends to help them meet essential costs like transport and accommodation, and SETA is expected to ensure money through college mediation. The current amount of allowance provided has been considered too minimal, as well as providing suitable finance is very crucial if students are to become involved in WIL without stressful feelings of financial burden. This will enhance students' WIL experiences and make them feel supported, hence better prepared for the workplace. Positive correlations existed between particular responses. The response “I felt confident in applying my academic knowledge to your placement role” was positively correlated to “My overall experience during the WIL placement was positive.” This positive correlation exists between applying academic knowledge in a WIL placement and having a positive overall experience. Confidence in using learnt skills enhances job performance, which leads to greater satisfaction and personal growth during the placement (Mesuwini & Mokoena, 2023). This connection highlights the importance of practical application in boosting student engagement and success in WIL programmes:
“My overall experience during the WIL placement was positive” (Participant 7).
“I gained valuable skills and knowledge from my WIL experience” (Participant 106).
The positive relationship between a student's satisfaction with their WIL placement and the valuable skills and knowledge gained has highlighted the importance of practical, real-world learning
experiences. Satisfaction levels and overall outcomes tend to be significantly higher when students put knowledge into practice on placements:
“I felt adequately prepared by my college for the practical demands of the WIL placement (Participant 8).
“The expectations of my employer during the WIL placement were met” (Participant 110).
Feeling adequately prepared by the college for WIL placements and meeting employer expectations enhances student success. Proper preparation aligned with industry standards boosts confidence, fostering positive WIL outcomes (Malan & Coetzee, 2021; Mesuwini et al., 2022).
CONCLUSION
These findings point to a greater need for coordination by TVET colleges and industries for relevant and well-supported WIL placements. Addressing curriculum gaps, offering financial support, and increasing mentorship will better prepare students for successful career outcomes.
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USE OF TECHNOLOGY IN WIL SUPERVISION: REFLECTIONS OF PRACTITIONERS FROM SOUTH AFRICAN UNIVERSITIES OF TECHNOLOGY
Nofemela Fundiswa R
Mangosuthu University of Technology, Durban, South Africa
INTRODUCTION
In recent years, South African Higher Education Institutions (HEIs) have undergone a strategic transition toward integrating digital technologies into the management and assessment of WorkIntegrated Learning (WIL). This shift aims to enhance WIL’s responsiveness to the socio-economic priorities of industry and society. However, this evolution has been marked by persistent challenges, particularly for WIL Practitioners who must adapt to new digital demands within institutional constraints.
To examine this transition in greater depth, surveys were conducted with WIL practitioners to investigate how technology is utilised in their daily activities and to identify areas for improvement. A central goal of these technological implementations was to streamline WIL coordination and reduce the logistical burdens on both students and employers particularly the time and resources spent on campus visits for portfolio submission or consultation.
This paper explores the integration of technology within WIL, with a particular focus on identifying improved approaches for aligning educational strategies with workplace realities. Drawing on survey data collected between 2023 and 2025, the discussion unpacks practitioners’ reflections on digital tools, supervision, and institutional support, culminating in practical considerations for structuring more responsive WIL systems.
In this context, educational technology plays a vital role in enhancing both teaching and learning through information and communication tools. Its use whether in classrooms or workplace environments has expanded WIL’s reach and relevance. Applications supporting distance learning and digital communication have proven valuable to both students and WIL Practitioners, particularly during placement periods where platforms like Blackboard Learning System and Dropbox enable ongoing engagement and reflective practice.
Blackboard, which is a widely adopted e-learning platform across South African universities, supports multiple functions, including distributing learning materials, facilitating discussion, issuing announcements, and managing task submissions. Critically, structured reflection via such platforms ensures timely practitioner support in addressing challenges that students encounter in the workplace. Against the backdrop of accelerated digitisation, this paper investigates how WIL Practitioners at Universities of Technology are adapting to evolving technological landscapes in their supervisory roles thus offering insights into a more agile and student-centred approach to work-integrated learning.
INTRODUCTION TO WIL
Work-Integrated Learning (WIL) has emerged as a pedagogical cornerstone for bridging the gap between academic theory and workplace practice. While its definitions vary across contexts, common principles underscore its purpose: to deepen student learning, enhance employability, and foster competence through authentic professional engagement.
The Council on Higher Education (CHE, 2011) defines WIL as “an umbrella term to describe curricular, educational and assessment practices, across a range of academic disciplines that integrate formal learning and workplace concerns.” Complementary perspectives describe WIL as embedded experiences within
practice settings (Cooper, Orrell & Bowden, 2010), or curriculum-based strategies that purposefully merge academic instruction with real-world application (Patrick, Peach & Pocknee, 2008).
Despite nuanced phrasing, these definitions converge on a shared vision. WIL is a structured, experiential platform that supports learners in translating disciplinary knowledge into workplace competence while fostering employment readiness.
WIL and National Policy Alignment
South Africa’s policy landscape further affirms the strategic role of WIL. The White Paper on Post-School Education and Training (2014) emphasises the integration of workplace learning in shaping a responsive higher education sector. In his 2014 address, Minister Blade Nzimande called for synergistic partnerships among universities, TVET colleges, industry stakeholders, and SETAs to ensure meaningful WIL delivery. This intersectoral cooperation is central to advancing learner employability and institutional relevance.
3. Reflection in WIL Curricula
Reflection is widely recognised as a transformative mechanism in WIL. It allows students to construct meaning from experience, interrogate workplace practices, and surface tacit knowledge into assessable learning artifacts.
Woodley & Beattie (2010) describe reflection as “the connective tissue” binding diverse learning contexts. Similarly, Howard (2009) emphasises its capacity to turn situated experience into explicit learning, while Bates (2004) and Doel (2009) highlight its role in fostering personal insight and criticalthinking.
Despite its pedagogical value, reflective assessment presents design challenges. These include tensions between academic and workplace assessment paradigms, varied stakeholder expectations, and the inherently personal nature of reflective writing (Sykes & Dean, 2013). Structured support systems and authentic scaffolding are thus critical to optimising reflection-based practices.
Evolving Assessment Strategies in WIL
Assessment in WIL encompasses a diverse mix of traditional and contemporary approaches. Classic methods include assignments, portfolios, journals, dissertations, and poster presentations (Gray, 2001).
Peer and self-assessment, memorandum reports, and learning contracts also form part of the formative and summative spectrum.
Contemporary frameworks reflect a shift toward competency-based, stakeholder-aligned, and digitally integrated models:
1. The University of Pretoria WIL Policy (2024) outlines credit-bearing workplace placements, codesigned evaluations, and reflective portfolios tied to professional competencies.
2. The Wits Learning and Teaching Plan (2025 – 2029) emphasises authentic, student-centred assessment, including scaffolded learning and responses to generative AI.
3. The NECT Policy Brief (2025) advocates for co-created rubrics, metacognitive reflection, and alignment with the General Education Certificate (GEC). These developments signify a systemic evolution from isolated academic deliverables to integrated, responsive assessment strategies that reflect real-world expectations.
Digital Tools and Social Platforms
Digital platforms such as Facebook, LinkedIn, and Institutional LMSs serve as dynamic spaces for peer engagement, professional identity development, and reflective dialogue in Work-Integrated Learning (Barbour & Plough, 2009; Schwartz, 2009). When thoughtfully integrated, these tools reduce learner isolation and model workplace norms. Importantly, Putnik et al. (2016) found that students’ centrality
in digital learning networks positively correlates with academic performance, affirming the pedagogical value of networked collaboration. These insights highlight how social platforms not only build social capital but also enhance learning outcomes in WIL.
CONCEPTUAL FRAMEWORK
Adapted Brookfield’s Four Lenses for Critical Reflection in Technology-Enhanced WIL Management
This study draws on an adapted version of Brookfield’s Four Lenses for Critical Reflection to examine how Work-Integrated Learning (WIL) practitioners at a South African University of Technology reflect on the use of educational technology in managing WIL processes. While Brookfield’s original model includes student and peer perspectives, this adaptation focuses solely on the practitioner viewpoint thus enabling a nuanced understanding of reflective practice embedded in professional experience and institutional contexts. The therefore draws of four lenses as follows:
Lens 1: Practitioners’ Experiences
This lens explores the extent to which practitioners experienced the use of digital tools and platforms in WIL supervision
Lens 2: Colleagues’ Insights (as perceived)
Insights from practitioners were solicited to establish the extent of shared practices and perceptions
Lens 3: Theoretical Literature
This lens explores the correlation between practitioner reflections and literature
Lens 4: Institutional Contexts (Adapted from Brookfield’s student lens)
This lens explores structural factors that shape practitioner reflection, including the provisioning of devices, data support, and access to learning management systems.
Integration of Lenses
Taken together, these four lenses provide a multidimensional framework for analysing practitioners’ reflections on their use of technology in WIL. The adapted structure foregrounds practitioner agency while accounting for systemic and theoretical influences, making it particularly relevant to the South African higher education landscape.
Figure 1 illustrates the adapted Brookfield’s Four Lenses as applied to WIL practitioner reflections on technology use. The central focus is practitioners’ reflection, shaped by institutional context, peer practices, experiential engagement with tools, as well as theoretical literature. Arrows indicate the cyclical and dialogic nature of the lenses. By reframing Brookfield’s lenses to examine technological mediation, this study positions practitioners as both agents and analysts of change.
Figure 1: Brookfield’s Four Lenses as applied to WIL Practitioner Reflections on Technology use (adapted)
METHODOLOGY
Qualitative research design was employed using a structured questionnaire administered to 50 WorkIntegrated Learning (WIL) Practitioners across tertiary institutions in the Western Cape. The study aimed to explore the extent to which WIL practitioners integrate technology into their daily professional activities, particularly in supervising WIL. Following a comprehensive literature review, the questionnaire – consisting of three targeted questions - was developed, piloted, and refined for clarity and relevance. The questions investigated: (A) the use of technology among practitioners, (B) institutional support and device resourcing for technology use, (C) digital platforms utilised. Surveys were distributed primarily via email and completed electronically. Respondents were asked to indicate their views by selecting responses aligned with their current practices. Out of the 50 WIL Practitioners 23 completed the questionnaire. These methodological choices shaped the texture and depth of practitioner voices captured in the findings that follow.
RESULTS AND DISCUSSIONS
Technology Use Among WIL Practitioners (Lens: Practitioner experiences)
From the perspective of practitioner experience, the study found that digital tools such as Blackboard, WhatsApp, tablets, and social media platforms are used to support placement management, communication, and assessment. Reflections highlighted the benefits of greater responsiveness, flexibility, and improved interaction with students.
Out of 51 practitioners across tertiary institutions in the Western Cape, 23 (approximately 45%) reported actively using technology to support teaching and learning. However, participants expressed reluctance to use personal devices, citing financial constraints and data costs as barriers to effective implementation. This echoes the findings of Sykes and Dean (2013), who argue that the effective adoption of reflective and digital tools in WIL depends on adequate institutional support. These reflections provide a foundation for understanding how WIL practitioners engaged with digital tools and the resource constraints associated with their use.
Institutional support and Device resourcing (Lens: Institutional contexts and structural conditions)
Of the 25 respondents, only 10 reported that their institution had implemented an intervention strategy in 2014 by providing Samsung Galaxy tablets to practitioners to enhance technological engagement. These practitioners indicated that access to institutional devices significantly strengthened their capacity to facilitate remote reflection, monitor progress, and respond to student needs in real time. This finding aligns with current policy directives promoting technology-mediated WIL coordination (University of Pretoria, 2024; Wits University, 2025). Institutional measures such as issuing tablets and allocating monthly data thus emerge as pivotal enablers of reflective practice in digitally mediated WIL environments.
Digital Platforms and Reflection (Lenses: Practitioner experience and colleague’s insights)
The second survey examined platform usage in greater depth. Most respondents (49%) indicated that students used smartphones or laptops to reflect via platforms such as Facebook, WhatsApp, and email. Practitioners emphasised the flexibility of these tools, citing faster communication and broader accessibility even outside conventional working hours. Practitioners also noted that daily reflections were managed through Blackboard logs, while structured reflection took the form of presentation posters or digital submissions during site visits. As one participant stated, “Students blog via Facebook about their work experience, which is accessible to peers and supervisors alike.” These observations are corroborated by Budree, Fietkiewicz, and Lins (2019), who found that South African users actively engage with social media platforms like WhatsApp, Facebook, and LinkedIn not only for social interaction but also to foster educational and professional development.
Their study underscores the alignment between platform familiarity and frequency of use making such tools particularly effective for enhancing digitally mediated reflection in WIL contexts. These findings resonate with the work of Barbour and Plough (2009) and Drexler et al. (2008), who advocate for leveraging Web 2.0 platforms to create participatory, socially embedded learning environments. These tools enable asynchronous interaction, peer dialogue, and sustained engagement, which are particularly effective for Generation Y learners (Schwarts, 2009). Although the majority reported positive outcomes, notable challenges also emerged. Some respondents indicated difficulties in navigating the device, which delayed student interaction, while others highlighted problems related to connectivity and insufficient storage capacity, particularly for large files and multimedia content. Despite these challenges, 35% of practitioners noted no barriers, emphasising the value of prompt, costeffective communication. Though not elicited via formal peer feedback, the study revealed frequent informal references to shared practices and perceptions within the WIL practitioner community. These illustrate embedded norms, collaborative problem-solving, and shared responses to challenges such as limited infrastructure and digital literacy.
Integrated Lens-Based Reflection on Technology Use in WIL Supervision
The convergence of practitioner experiences, peer-inferred insights, Institutional resourcing, and scholarly literature reveals a layered ecosystem in which technology-enabled supervision unfolds. Through the lens of practitioner experience, reflections foreground increased responsiveness and student engagement via mobile platforms; however, these benefits are constrained by factors such as device provisioning, connectivity, and digital literacy gaps. Informal referencing of shared norms and collaborative adaptation speaks to colleague insight, though deeper peer-led feedback systems could further scaffold reflective growth. Drawing on theoretical literature, the findings echo calls for participatory pedagogy and networked learning, reinforcing the value of digital tools when framed as relational rather than transactional mechanisms. This synthesis affirms the adapted Brookfield Model as both a reflective scaffold and analytic tool demonstrating that sustainable technology use in WIL hinges not only on tool availability, but also on practitioner agency, peer ecosystems, and the structural conditions in which supervision occurs.
Implications for WIL Practice
These findings underscore the transformative potential of integrating institutional support with practitioner-driven technology in WIL contexts. Digital devices and social platforms enhance responsiveness, foster reflective learning, and extend communication beyond the physical classroom. However, for these approaches to succeed equitably, Institutions must invest in ongoing digital literacy training. Practitioner reflections are contextualised through relevant scholarship on experiential learning, digital pedagogy, and Institutional reform. References to CHE (2011), Cooper et al. (2010), and related scholarship underpin the analysis by linking practitioner narratives to broader discourses in higher education and technology-enhanced learning. Table 1 presents a synthesis of practitioner reflections and their implications for WIL practice.
Table 1: Dashboard: Practitioner Reflections Through Four Lenses of Technology Use in WIL
Lens Focus
Practitioner Experience
Colleague Insights
How individual practitioners engage with digital tools
Informal perceptions of peer norms and collaborative practices
Theoretical Literature
Institutional Contexts
Alignment with scholarly frameworks and concepts
Structural support (devices, data, LMS access)
Practitioner Insights
45% use tech. actively (Blackboard, WhatsApp, tablets); reflections show increased responsiveness and flexibility
Shared use of social platforms and strategies; informal peer referencing of challenges and workarounds
Reflections resonate with networked learning and experiential pedagogies (Budree et al., Barbour & Plough, etc.)
40% received tablets in 2014; some report connectivity and hardware issues; others emphasize positive impact
CONCLUSION
Implications for WIL Practice
Tech. adoption enhances supervision but access must be equitable and ongoing training needed
Opportunity to scaffold peerdriven communities of practice to support adaptive tech use
Tech. tools must be framed not just as logistics, but as relational enablers of transformative learning
Structural investment (devices, connectivity, LMS access) is a key enabler of sustainable reflection
Technology now plays a pervasive role in the daily lives of modern students, shaped by continuous access to smartphones, laptops, and web-enabled devices. For Work-Integrated Learning (WIL) to remain responsive to contemporary learning needs, practitioners must be equipped to integrate these tools meaningfully into work-preparedness classes and placement supervision. Digital platforms have significantly improved access to learning materials, thus enabling students and WIL coordinators to exchange course notes, readings, and reflections in real time.
Meaningful engagement between students and employers during placements supported through structured reflection and debriefing is vital for deepening workplace learning. As WIL often represents students’ first exposure to professional settings, it can evoke feelings of isolation or overwhelm, particularly when placements are distant from home. Routine reflective practice helps to mitigate these challenges by fostering resilience and a sense of connection. Social media platforms further provide flexible touchpoints for practitioner–student interaction, extending support beyond fixed hours. To maximise these opportunities, higher education institutions must continue to invest in digital resources and ensure device access for WIL practitioners.
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ENTREPRENEURIAL COMPETENCE IN CHEMISTRY WORK-INTEGRATED LEARNING (WIL) FOR THIRD-YEAR STUDENTS IN A
KUJAWA, Meredith
WICHT, Merrill
UNIVERSITY OF TECHNOLOGY
Cape Peninsula University of Technology, Cape Town, South Africa
INTRODUCTION
According to a University World News article in 2023, almost one third of university students worldwide plan to become entrepreneurs within five years of graduation. While companies bringreal-world knowledge and workplace experience, universities play a pivotal role of facilitating entrepreneurship through education, research and community service and are well-equipped to convene all key stakeholders. Higher education institutions offer a culture conducive to developing entrepreneurial talent. One of the persistent challenges, specifically on the African continent, is the unemployment of the youth (Marijani et al., 2023). Young people need to be shown the ability to apply a range of skills in the workplace, or to be introduced to these though the programme of work-integrated learning (WIL).
The use of the work-integrated learning (WIL) pedagogy as a suitable module where supervised education of entrepreneurship skills has been examined in Canada (Eisenstein et al., 2021). The purpose of entrepreneurial education considers the attainment of skills, expansion of knowledge and the development of an entrepreneurial approach. Areas deliberated in this study were decision-making, the development of a business idea for a new venture, and the requirements for the launch of such a project. In this study, students were enabled to fulfil learning objectives through entrepreneurship, in a supervised system of venture start-ups.
Science-based entrepreneurship education involves a balance between theory and practice. Students in a chemistry field of study are exposed to critical skills which enable them to produce and control the quality of manufacturedproducts.Thesecouldrange from,amongst others,a varietyofdetergents,cosmetics,foodstuffs, and pharmaceuticals (Dyantyi and Faleni, 2023). Whilst a chemistry student will have solid foundation knowledge of chemistry principles, the development of the mindset of an entrepreneur requires the use of case studies to demonstrate the application of entrepreneurial concepts. How can an entrepreneurial mindset be stimulated by entrepreneurship education? Graduate attributes form the forefront of this question. Sciencebased education prepares students for employability in a competitive market. However, gaps in society (Garraway et al., 2011) which focus on the practical aspect of the chemistry field will offer a variety of commercial prospects (Linton and Xu, 2021). Should this process be embedded in the training of entrepreneurship skills, possible innovations will result.
During the pandemic, lecturers at a Mexican University (Bandaranaike et al., 2020) employed an ‘Entrepreneurial Mindset’ model where entrepreneurial competencies were developed through on-line delivery including virtual business simulations. The EM model is based on Dweck’s growth mindset (2006) where the individual can still learn by making mistakes and Gibbs (1988) reflective practices. The EM model contributed to students’ entrepreneurial readiness by focussing on six comprehensive competencies which included Initiative, Creativity, Lifelong Learning, Risk taking, Leadership and Communications.
The Analytical chemistry department at The Cape Peninsula University of Technology underwent curriculum revision of all the diploma courses since there was a need to develop new and innovative in-service training projects to better prepare our chemistry graduates. The new WIL programme was launched in 2020 and the significant changes included the introduction of an entrepreneurial skills subject. Students acquire basic knowledge regarding the compilation of a business plan, implementation of business ethics, development of creativity and innovative design in the first semester of their third year.
The entrepreneurial project initiative began as a pilot project to address the gap in in-service training opportunities exacerbated by industry constraints during the COVID-19 pandemic and thereafter; also felt by many other institutions that offer a work-integrated learning programme (Zegwaard, 2020). Many chemical industries that had previously employed our students took on fewer or no students. Coupled with a huge intake of students in the past 2 years, and the necessity for each student to perform a project in their third year, we incorporated entrepreneurial chemistry-based projects as an alternative for the research-based chemistry project. The integration of entrepreneurial competence via the sharing of relevant skills was born to deal with one of the challenges of youth unemployment in our country. This article is the outcome of a pilot project which is an initiative targeted at third-year analytical chemistry students to help them transition from academic learning to practical application, aiming to bolster their employability within the chemical and related industries. It investigates the integration of entrepreneurial competence into a WIL programme for third- year chemistry students. The implicit research aim is to evaluate the effectiveness of this approach in developing students' entrepreneurial skills. All faculties within the institution need to focus on graduate attributes and embed them within the curriculum. Innovation in work-integrated learning (WIL) is producing a ‘new economy’ that demands skills previously not embraced by students. Entrepreneurship responds by embracing a diverse range of practice-based, work-based, and genuine learning experiences (Dean et al., 2020). WIL project students manufactured a variety of products from soap to candles containing mostly indigenous ingredients free from parabens and petroleum-based ingredients.
RESEARCH METHODOLOGY
The pilot project in 2022 involved 16 students (working in groups) and 7 students working individually in 2023. Students were first interviewed using a semi-structured approach to assess their initial entrepreneurial knowledge and consent was given by the students to use their responses in our project report. Students with no links or previous experience found it more difficult to develop their innovation skills and started off less confident than those students from a business family background. However, as the project tasks also required chemistry knowledge, the students were able to integrate their planning into successful business schemes.
Additional data was obtained using a qualitative narrative analysis which focused on individual stories that reflected the students’ learning experiences, problem-solving and innovative thinking. One student had a grandmother who had taught him skills to earn extra money. One response was the importance of the mentorship they received from the WIL coordinator and technical staff members. The project was composed of two main parts; the chemistry side followed by the business side. Students were required to develop and manufacture two chemical-based products such as soap, detergent, candles, etc. Perfection of reactions and recipes and determination of yields and validity were carried out. Basic stability testing and pH measurements were implemented on the products made to ensure minimum safety standards.
In terms of the business component, students first undertook a marketing survey to identify their target market, and price points. Once products were manufactured, they were required to determine the costings of products, design packaging and labelling and keep track of all sales to determine final profits. The fact that the top seller could win back some of his profits made was also an incentive. The student’s introduction to the Business Canvas model proved to be one of the best introductory methods for a new entrepreneur.
The Technology Transfer and Industry Linkages Office at the Cape Peninsula University of Technology hosted two valuable training sessions for the students to attend: "Commercialisation, Intellectual Property (IP), and Business Basics". These workshops explored intellectual property, and fundamental business concepts (understanding the market, SWOT analysis, unique selling points, cost analysis, value proposition, IP and patents, trademarks & key partnerships) and finally the ‘business canvas model’.
FINDINGS
The project focused on the development of several key skills namely creativity, communication skills, chemistry knowledge, teamwork and entrepreneurial skills.
• Chemistry Knowledge: The chemistry project is the final assessment for third-year analytical students. All prior chemistry knowledge including research methodology to data collection to analysis of experimental results are considered during the project. New practical knowledge specific to the manufacture, formulation and testing of cosmetic products was gained.
• Teamwork: In 2022 students worked in groups while students in 2023 were allowed individual projects due to lower student numbers. Students doing individual projects still discussed many issues and used each other to troubleshoot. In the group projects, a team leader was chosen to guide the group and drive the project. Interpersonal group issues had to be solved promptly to ensure that optimal deliverables were achieved.
• Creativity: This type of entrepreneurial based project allowed for far more creativity than a traditional research-based project. This gave the students an opportunity to showcase their creativity skills in terms of products made (e.g. toothpaste), packaging and labelling of products, marketing and selling of their products. One of the students had a part-time job and sold many of his products to his clients; students that were less ambitious only sold products to fellow students. Their creativeness in the product label design also emerged.
• Communication: All students presented their products and findings to fellow students and staff in the form of a ‘Science Idols’ competition. Students were given 10 minutes to present their work and engage the audience and answer questions. Prizes were awarded for the best presentations and profits made and so this created a lot of competitive spirit. As the students were the retailers for their products, their marketing and selling ability was truly tested during this time; multi-media platforms and social media were used as advertising and marketing platforms.
• Entrepreneurial skills: Much of the theory knowledge learned in the new 'Entrepreneurial skills' subject was put into practice. This was the first real opportunity for students to physically engage with target markets, costing of products, designing packaging and retailing a physical product to generate a profit.
• Resilience: Character traits that are needed in an entrepreneur’s character: the ability to try again when things go wrong, to have passion to think of something new and innovative, persistence in attempts and strength of character to perform again until the product is correct. Students also learned the need to be self-motivated, work timeously and be confident with this entrepreneurial-based project.
• Business model: This was the first chance to use the Canvas Business model learned in the training sessions as an alternative to a business plan. These findings emerged from post-project interviews, student narratives and reflections where references to product innovation, group coordination and market engagement revealed key skill areas.
ASSESSMENT
Students were assessed based on several competencies which included:
• Chemistry and business knowledge in the form of a written project (50%) including the production and quality of the products manufactured, their business marketing survey results, their business Canvas model and sales and profits made.
• Communication skills (30%) were tested at the Chemistry department’s annual "Science Idols” presentations. The presentation is a narrative of the steps they have followed during the learning
process of becoming an entrepreneur, manufacturing, marketing and selling their products followed by questions from an audience.
• Supervisor assessment (20%) evaluated work attitude, ability to accept criticism; reflection of tasks completed.
As expected, some students found the selling component of the project more challenging than others. It was noticeable that the three students that had come from backgrounds of some form of family business were considerably more driven and determined to make more profit. This highlights the importance of including entrepreneurial skills into the curriculum preferably even at school level. Early exposure to scholars can only inspire and motivate students to pursue an entrepreneurial career later in life.
CONCLUSIONS & RECOMMENDATIONS
The project has shown that integrating Entrepreneurship into the WIL Chemistry programme can be highly beneficial for student development. Institutions of higher education are now recognized as playing a significant role in fostering an entrepreneurial learning space. Students were of the opinion that the entrepreneurial project was a valuable learning opportunity and that it enabled the application of theoretical knowledge learned in the classroom to a real practice environment. Students confirmed that the entrepreneurial project afforded opportunities for learning that traversed personal, academic and social spheres.
Students' confidence grew as they started to produce and sell their products. Students that came from a family with a business background accepted the challenges more easily and were more driven to succeed. Not only has it provided students from a non-business background with relevant skills, but it has also shown them the possibilities to launch a small business and contribute to economic development. Having an incentive prize for the student who sold the most products/most profit made definitely created a competitive spirit amongst the students. It has been shown in this investigation that students become independent learners as they prepare to become entrepreneurial in their outlook. As a university is able to integrate many forms of learning (Middleton et al., 2020), it has been proven a successful task, but more responsibility must be taken to commit resources towards such entrepreneurial learning opportunities. As this combined chemistry/entrepreneurial project was shown to be a valuable experience for any student, we are hoping this participation will encourage some of them to become entrepreneurs after their studies or at least be far more informed on how to start a small business.
In terms of challenges and recommendations to be made:
Major issues with the university procurement process and ordering of raw materials were encountered which reduced the time students had in the laboratory to manufacture products.
For future projects, it would be beneficial to the chemistry students to link up with students from the marketing and business studies department. Inter-departmental collaborations where students work in project-based teams would allow an interactive flow of skills and information between students. It would also benefit many more students if the entire WIL class could experience and partake in such a project; so something to consider for future projects. A more service-learning type project with local entrepreneurs such as the study carried out by Scholtz (2018) would be a possible way to achieve this. In this study, students worked with small business owners and entrepreneurs to educate and improve certain components of their business practices such as marketing strategies.
Kay et al (2019) investigated emerging WIL models that enabled flexibility for Australian universities and business. They identified innovative WIL models such as micro placements, online placements, and WIL in Incubators and Start-ups. This shows that innovative, sustainable, and scalable models of WIL are essential to allow universities to service more diverse and larger student numbers in future.
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University World News, Global Edition, July 2023
Marijani, R., Katomero, J., Hayashi, A., and Kajerero, J. (2023). International Review of Education, 69, 529–550.
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Middleton, K.W., Padilla-Meléndez, A., Lockett, N., Quesada-Pallarès, C., and Jack, S., (2020), International Journal of Entrepreneurial Behaviour & Research, 26 (5), 887-90.
Scholtz, D. 92018), International Journal of Work - Integrated Learning, 19(1), 69-79.
Kay, J; Ferns, S; Leoni, R; Smith, J; Winchester-Seeto, T. (2019), International Journal of WorkIntegrated Learning, 20 (4), 401-413.
REFLECTIONS ON A NATIONAL INTERVENTION FOR PROMOTING STUDENT EMPLOYABILITY IN A UNIVERSITY OF TECHNOLOGY
Xesha Dumisani
Nduna Nothemba J
Cape Peninsula University of Technology, Cape Town, South Africa
INTRODUCTION AND BACKGROUND
South Africa faces a persistent challenge of graduate unemployment, currently sitting at 11.7% (Statistics SA 2025). This highlights the need for innovative and effective solutions to facilitate the entry of graduates into employment (Shabangu & Madondo, 2024; Nyagope, 2025). Internships are recognised in the Skills Development Act (SDA) as effective platforms to facilitate job market entry, as their premise, described by Mseleku (2024) and Tshefuta (2024), is to align educational outcomes with industry needs, enabling graduates to participate in the economy. The Minister of Higher Education and Training had spoken highly of the various strategic collaborations between the government, Sector Education and Training Authorities (SETAs), universities, and private sector partners (Nzimande, 2024) to advance internship programmes and employability skills. However, despite these efforts, the minister acknowledged challenges such as limited scalability and inconsistent quality, emphasising the need for more effective implementation strategies.
Similarly, the White Paper on Post School Education and Training (DHET, 2014, p.66) highlights the importance of “recruiting new graduates into learnerships, internships and other programmes … to address national skills shortage”, and “tracking skills development and its impact over time through monitoring and evaluation.” (p.68).
In response to national calls, this study contributes to knowledge about the implementation of government-university funded internships in South Africa. It aims to evaluate the Presidential Youth Employment Stimulus (PYES) programme, a skills programme designed by the office of the South African Presidency and the Department of Higher Education and Training, which was implemented to support graduate employability, and universities post the height of the COVID-19 pandemic. The programme focused on fostering career readiness and strengthening institutional capacity by placing graduate students in roles that support university operations. The recommendations shared through this evaluation will enhance the implementation of government-led university internships, ensuring they remain responsive to the evolving needs of graduates.
LITERATURE REVIEW
The role of internships in addressing skills development
Internships are crucial for graduate career development and economic growth in South Africa, as they offer training opportunities and enhance access to the job market (Okolie et al, 2020; Ntholeng, 2024).
Global and local scholars (Ngobeni, 2025; Steward, 2021) acknowledge the critical role of internships, viewing them as platforms for developing employability skills and gaining work experience. The argument that these scholars advance is that internship programmes not only provide graduates with an opportunity to market themselves but also enable them to use knowledge from academic institutions to contribute to the world of work.
The South African government supports internships as part of the National Skills Development Plan (2030) by investing in SETAs and other skills development agents, which often collaborate with higher education institutions, the private sector, and labour organisations to implement graduate internships.
The PYES Internship Programme for universities
The PYES included various youth employment interventions, conceptualized and implemented by the South African government in response to the COVID-19 pandemic (Eichhorst et al. 2022). The university internships initiative was a part of a larger government programme that aimed to integrate graduate students into temporary roles within universities. The programme used universities as training sites and took advantage of their education, training, and research resources to help the students develop their skills (Tshefuta, 2024).
Through the PYES programme, universities were able to support graduates by providing them with practical work experience, mentorship, and professional development opportunities within their operations. This initiative contributed to addressing the national priority of socio-economic development, thereby enhancing the employment opportunities available to graduates (IDC, 2022).
The internship programme received positive feedback from participating institutions, including CPUT (2023), Rhodes (2023), UWC (2024), and UNISA (2024), which all agreed that the programme had increased their human resources and operational capacity. The programme was seen as transformative, empowering young graduates, and contributing to South Africa's development goals through meaningful roles at the institutions.
This study applied the Theory of Change (ToC) to evaluate the implementation of the programme at a specific institution, aiming to guide the implementation of future graduate initiatives. A novel perspective is provided by gathering data from graduates, mentors, and the programme coordinator to understand the programme's implementation from participants.
THEORETICAL FRAMEWORK
Studies from Breuer, et al. (2015) and Savaya and Waysman (2005) have motivated the adoption of the Theory of Change (ToC) as a foundational framework to evaluate the PYES programme. This theory provides a comprehensive framework for outlining causal linkages and outcomes that can be mapped in chronological flow (Lam, 2020).
Figure 1: Example of the chronological flow:
If the period of the PYES program is extended
Students will spend more time with their workplace mentors/supervisors and understand workplace practice and environment
And then, students’ employability skills (including self-employment) will be enhanced
And then, employable students will contribute to the economic growth of the country.
The Logic Model
The ToC is represented through a logic model, which helps in planning, implementing, and evaluating programmes by visually connecting resources, activities, outputs, and outcomes (Clark, 2019; Foglieni et al., 2023). The logic model was appropriate for this study, providing a framework for mapping the PYES activities. The components of the diagram are inputs (resources), assumptions, activities, outputs, outcomes, and external factors. In the PYES programme, the logic model was used to understand how the activities for the programme are connected. The theory of change was useful for identifying areas of misalignment with intended outcomes and suggesting actionable improvements.
Figure 2: Components of the logic model are shown below:
Assumptions External Factors
RESEARCH METHODOLOGY
Design
The qualitative formative design, as originally suggested by Murray (2003), was selected to gather insights from interns, mentors, and the programme coordinator regarding the various elements and activities involved in the implementation of the programme. Holtrop et al. (2018) argue that employing this design facilitates a comprehensive examination of participant experiences and perspectives. This method was considered appropriate for the current study as it enabled a thorough evaluation of the educational dynamics of the programme and the derivation of recommendations.
Data Collection
The study involved three stakeholder groups at a South African University of Technology:
• Interns: 247 graduate beneficiaries (out of 273 contacted) who participated in the PYES programme.
• Mentors/Supervisors: 49 mentors (out of 57 contacted) responsible for guiding interns.
• Institutional Programme Coordinator: One coordinator overseeing programme planning and monitoring.
Data Analysis
Data was collected via open-ended questionnaires distributed electronically, with a two-week response period. The questionnaires were designed to elicit detailed reflections on programme implementation, covering aspects such as the programme guidebook, mentorship quality, institutional support, administration, and external barriers. Response rates were 90.5% for interns, 86.0% for mentors, and 100% for the coordinator.
The collected data underwent a systematic thematic analysis process. Responses of each group were transcribed, coded, and categorized into themes such as inputs, outputs, and outcomes (Terry, 2017).
Initial coding identified recurring patterns in the data, leading to the refinement and review of themes to ensure alignment with the study's evaluation objectives. This data was then loaded into the logic framework as displayed in Figure 3.
PRESENTATION OF THE FINDINGS
Figure 3: The logic framework
Inputs Implementation Impacts Activities Outputs Short-term Medium Term Long-Term
• Funding
• Institutional Coordinator
• Hosting departments
• Mentors
• Interns
• University facilities
• Equipment
• Mentorship guidelines
• Administrative support from the university
• Recruitment of interns
• Matching of interns to departments based on skills and needs
• Assign mentors to interns
• Induction of interns and mentors
• Development of work plans for interns
• Supervision and mentorship
• Reporting
• Exit interviews
• Tranche claims
• Number of interns enrolled
• Number of mentors assigned
• Number of training and orientation sessions conducted
• Number of work plans developed and implemented
• Number of departments hosting interns
• Number of interns placed in departments
• Number of reports submitted by interns and mentors
• Certificates of completion issued
• Feedback collected from interns and supervisors
• Received payments
Assumptions
• The university has the capacity and willingness to host interns
• Adequate and timely funding is sustained throughout the program
• Internsarecommitted,available,andwillingtolearn
• Mentorsandsupervisorsarequalified,engaged,and provide meaningful tasks
• The institutional coordinator can dedicate sufficient time and resources
• Training materials arerelevantandup to date
• Internship experience contributes to enhanced employability
• Interns understand their roles and expectations
• Increased engagement between interns and mentors
• Skill acquisition begins (technical, soft, and entrepreneurial skills)
• Clear documentation of intern activities
• Improved confidence and professionalism in interns
• Number of confirmed placements
• Number of internship completions
• Interns complete assigned tasks with increasing autonomy
• Demonstrated application of learned skills in projects
• Strengthened mentor-intern relationships
• Positive feedback from mentors and coordinators indicating improvement
• Improved understanding of workplace dynamics and problemsolving
• Enhanced institutional capacity
• Enhanced employability of interns
• Institutionaliz ation of internship best practices
• Stronger universitygovernment partnerships
• Contribution to national youth empowermen t goals
External Factors
• Government policy changes affecting funding or programstructure
• Disruptions to academic calendars due to strike action
• Socio-economic factors affecting intern participation (e.g., transport, family support)
• Health crises or emergencies (e.g., COVID-19 pandemic effects
Explanation of the logic model in Figure 3.
The logic model for the internship project comprehensively outlines the key elements that influenced the project's design and implementation. It encompasses Inputs, Implementation (Activities and Outputs), Impacts (Short-Term, Medium-Term, Long-Term), Assumptions, and External Factors.
Inputs for the project included a stipend of R5000 for a six-month duration, with the project grant specifically allocated for stipends. The university provided mentorship, equipment, and training capacity for the interns, while the project coordinator played a crucial role in overseeing all project activities.
The Implementation phase involved various activities such as recruitment, structured induction for interns, planning of daily activities, and development of work plans and reporting logbooks. The mentor's guidance and the coordinator's management of financial aspects ensured the smooth execution of the project.
The outputs of the Implementation phase included tangible outcomes like certificates and performance monitoring through logbooks. Interns expressed the value of these outputs in validating their work experience, while mentors observed increased professionalism and engagement among the interns. In terms of Impacts, the project yielded positive outcomes in the Short-Term, Medium-Term, and LongTerm.
Short-Term impacts included improved role clarity and professionalism, while Medium-Term impacts focused on growing autonomy and enhanced departmental output. Long-Term impacts were anticipated to create employment opportunities within the university or partner organisations.
Assumptions underlying the project included the availability of necessary resources, commitment from interns, qualified mentors and supervisors, and the relevance of training materials. The assumption that the internship experience contributes to enhanced employability was also a key factor.
External Factors, as identified through stakeholder discussions, highlighted challenges such as socioeconomic barriers, disruptions like strikes and pandemics, and the need for contingency plans. These external factors informed the development of a risk matrix and resilience planning document to address potential challenges.
This stakeholder-driven approach in developing the logic model ensured a unique approach for reviewing and making recommendations for programme improvement.
Implementation Gaps
Thematic analysis identified several challenges:
• Payment Delays: Tranche payment delays disrupted intern participation and morale.
• Inconsistent Mentorship: Variability in mentor engagement, often due to academic workload, hinders intern development.
• External Barriers: Socio-economic factors (e.g., transport issues) and academic disruptions (e.g., strikes) affected participation.
• Programme Duration: The six-month duration was considered insufficient for meaningful skills development.
DISCUSSION
The implementation gaps identified in this study are like those that are documented in global and South African evaluation reports on internships. The reports indicate that short funding cycles reduce continuity of mentorship and programme design improvements, and that stipend insufficiency attracts only those who can afford to work for little or no pay, reinforcing exclusion.
Reports indicate that host organisations are not always prepared or incentivised to provide meaningful supervision, mentoring, or tasks that build workplace competence. Without the support for workplace
mentorship, interns can end up performing low-value tasks or administrative work, limiting learning. support for workplace mentorship.
Regarding programme design, the reports point out that many initiatives focused on numerical targets (e.g., number of placements) rather than meaningful quality outcomes like skills development or job retention., and that there was a lack of alignment between programme offerings and labour market demand, leading to mismatches between youth skills and employer needs.
It is also reported that weak monitoring, evaluation, and data systems are also a gap that results in fragmented reporting and limited outcome tracking (e.g., post-placement employment rates). National evaluations often emphasise the absence of harmonised data systems across departments, making it difficult to measure absorption into stable employment.
The results of this study therefore complement the findings of previous evaluation studies on the planning and implementation of internships.
RECOMMENDATIONS
To enhance the PYES programme’s effectiveness, the following recommendations are proposed:
• Streamline Funding Processes: Implement effective payment systems and ensure timely disbursements of payment for interns.
• Standardize Mentor Training: Develop mandatory training modules to ensure consistent mentorship quality. And provide support for mentorship.
• Strengthen Monitoring Mechanisms: Establish regular feedback to address implementation issues promptly.
• Develop Contingency Plans: Create strategies to mitigate external barriers, such as arrangements to work from home during strikes.
CONCLUSION
The PYES internship programme showed success in enhancing graduate employability and institutional capacity, but implementation gaps limited its potential. The programme contributed to skill acquisition and operational capacity at participating institutions. Despite challenges, the programme strengthened university-government partnerships and made a meaningful contribution to the development of graduates. Future research should track long-term employability outcomes and compare programme implementation across different universities to identify best practices. Sustained investment in evidence-based internship programmes, coupled with adaptive strategies, is crucial for advancing South Africa's socio-economic development.
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EXPLORING WORK INTEGRATED LEARNING IN HUMAN RESOURCE MANAGEMENT QUALIFICATIONS IN SOUTH AFRICA: CHALLENGES AND OPPORTUNITIES
Sandra Makwembere
Walter Sisulu University, South Africa
Cebile Ntuli
Walter Sisulu University, South Africa
INTRODUCTION
Work Integrated Learning (WIL) has emerged as a transformative pedagogical strategy that bridges the theoretical foundations of academic education with the dynamic realities of workplace environments (DHET, 2017; Jackson & Meek, 2021; Wilson-Mah & Thomlinson, 2014). By combining structured experiential learning with academic rigor, WIL equips students with the essential skills, knowledge, and competencies required to navigate the complexities of modern organisational systems. In the field of Human Resource Management (HRM), WIL plays a pivotal role in preparing students to address workforce challenges, adapt to organisational demands, and contribute to the strategic management of human capital (Madimabe, 2014).
In the South African context, the importance of WIL is amplified by socio-economic challenges such as high youth unemployment and a competitive labour market that demands work-ready graduates. The nation’s higher education system is under growing pressure to deliver educational models that align with the needs of employers while addressing the diverse backgrounds and aspirations of students (Pitan & Muller, 2020). HRM, as a discipline, is uniquely positioned to benefit from WIL because it fosters the development of practical competencies needed for managing matters such as workforce planning, employee relations, and organisational performance. Despite its promise, the implementation of WIL in South African universities has not been without challenges (Ramsaroop et al., 2020). Variability in programme structures, placement durations, and institutional support are some examples of issues that are contributing to inconsistent experiences and outcomes for students. While some institutions have developed strong partnerships with industry stakeholders to provide meaningful and impactful placements, others lack the resources or networks to ensure comparable opportunities. These discrepancies highlight the urgent need for a more standardised and innovative approaches to WIL to ensure that there is equitable access and consistent quality of programmes across institutions.
This article critically examines the current landscape of WIL in HRM qualifications at public universities in South Africa. Through an analysis of programme structures (with a focus on NQF), credit allocations, and placement practices, it identifies key challenges and explores opportunities to enhance the impact of WIL in HRM. Given current technological advances, we advocate for the adoption of digital innovations and collaborative partnerships as mechanisms to strengthen HRM WIL programmes and align them with labour market demands. The article contributes to the growing discourse on how higher education can align with workforce needs. What follows is a description of the methodology used, then an overview of WIL in HRM, followed by the theoretical framework. This is proceeded by the findings, a discussion of the findings and then a conclusion.
METHODOLOGY
This exploratory study used a qualitative desktop research methodology to analyse WIL components offered in HRM related qualifications at South Africa’s 26 public universities. Data were collected in August 2024 from various sources, including South African Qualifications Authority (SAQA)
documents, university websites, online platforms, and social media posts. These sources provided insights into programme structures, credit allocations, placement durations, and institutional practices. The analysis focused on key aspects including National Qualifications Framework (NQF) levels, credit allocations, and placement durations. Data were categorised and content analysis was used to identify trends and inconsistencies. While the methodology offered an overview of HRM WIL implementation, it was limited by its reliance on secondary data and exclusion of private institutions and TVET colleges. The findings highlight variability in WIL practices and provide a foundation for future research which could incorporate primary data collection to complement these insights.
WORK INTEGRATED LEARNING IN HUMAN RESOURCE MANAGEMENT
In the South African context, WIL holds particular significance. The country faces challenges in labour markets such as high unemployment rates and mismatches between graduate skills and employer expectations (Habiyaremye et al., 2022; Ngcwangu, 2019) and “work-experience-job mismatch” (Mseleku, 2022) for those who do internships. WIL represents an innovative and transformative educational strategy that integrates theoretical knowledge with practical, real-world application. It is a dynamic process that embeds experiential learning opportunities into formal education frameworks. This approach is particularly critical in HRM as practitioners, upon entry into the workplace, are expected to manage workforce complexities, address organisational challenges, and align human capital strategies with broader business objectives. Through an emphasis on integrating knowledge and practice, WIL fosters the development of essential competencies in students such as problem-solving, adaptability, critical thinking, and effective communication (Jackson et al., 2021; Jackson & Dean, 2023; Rambe, 2018). These skills are indispensable for HR professionals. Unlike traditional classroom-based learning which often emphasises abstract concepts and generic case studies, WIL places students in real professional environments. The dual engagement with academia and industry enables students to experience the nuanced realities of HR roles. They are offered practical pathways to enhance their employability and bridge the gap between academic preparation and workplace readiness (Rook, 2015). Through structured exposure to real-world HR scenarios, students get to gain technical expertise, soft skills needed to navigate dynamic and diverse organisational environments and a deeper understanding of workplace cultures, ethical dilemmas, and the interpersonal dynamics critical to HR practice. Consequently, HRM students are prepared to be confident, competent, and work-ready HR professionals.
Beyond its immediate benefits for students, WIL seamlessly aligns with broader educational goals such as promoting lifelong learning, enhancing professional development, and fostering leadership capabilities. By exposing students to workplace realities early in their academic journeys, they grow in agency, accountability, and reflectivity (Trede & Jackson, 2021; Zegwaard et al., 2017). Students are empowered to identify their skill gaps, address their weaknesses, and proactively prepare for their future career challenges. These experiences are invaluable in cultivating the strategic and leadership qualities essential for HRM professionals in an evolving workplace. Furthermore, WIL serves as a critical channel to enhance collaboration between educational institutions and industry stakeholders. The partnerships with employers create feedback loops that help to ensure that curriculum design stays relevant and responsive to contemporary workplace demands. These collaborations provide educational institutions with insights into emerging HRM trends to ensure that their HRM programmes produce graduates who meet the evolving needs of the labour market.
However, despite its transformative potential, the conceptualisation and implementation of WIL in HRM face several challenges, for example, unequal access to high-quality placements. Innovations can further enhance flexibility, scalability, and relevance thereby align WIL with the demands of a digitally driven global economy. As WIL continues to evolve, it will remain a cornerstone of HRM education to prepare students to meet the challenges and opportunities of an increasingly complex and competitive workplace.
INSTITUTIONAL THEORY AND HRM PROGRAMMES WITH WORK INTEGRATED LEARNING
Institutional theory provides a useful framework to understand how offering HRM programmes that incorporate WIL is an organisational practice influenced by broader institutional contexts. According to Scott (2008), institutions consist of rules, norms, and routines that establish authoritative guidelines that shape the behaviours and practices of organisations. He presents three fundamental pillars of institutions: regulative, normative and cultural-cognitive (Scott, 2008, p. 50). The regulative pillar refers to formal rules, laws, and enforcement mechanisms that constrain and guide organisational behaviour through compliance, sanctions, and rewards. The normative pillar includes social norms, values, and expectations that define what constitutes appropriate behaviours and shape organisational practices to conform to societal and professional standards. The cultural-cognitive pillar highlights shared beliefs, mental models, and overlooked assumptions that influence how organisations perceive and act within their institutional context. In the context of HRM programmes, institutional theory helps explain how the programmes are designed and implemented in response to coercive, mimetic, and normative pressures exerted by regulatory bodies, industry standards, and societal expectations (DiMaggio & Powell, 1983).
The alignment of HRM programmes with the NQF, including adherence to specific levels, credit allocations, and placement durations, illustrates coercive isomorphism. Here, institutions conform to external mandates to gain legitimacy and meet accreditation requirements. For instance, public universities in South Africa that offer HRM qualifications must ensure their programmes align with NQF requirements to comply with the Department of Higher Education and Training (DHET) regulations (DHET, 2017). This alignment demonstrates how regulatory forces tend to drive consistency and standardisation across institutions.
Beyond regulatory pressures, institutional theory also highlights mimetic isomorphism (DiMaggio & Powell, 1983). This refers to an organisation’s tendency to imitate the practices and structures of other organisations, particularly in uncertain or ambiguous situations. Here, mimetic mechanisms would “make organisations more similar without necessarily making them more efficient” (DiMaggio & Powell, 1983, p.147). In the case of WIL, universities would replicate perceived successful practices from peer institutions to address uncertainties related to programme effectiveness and employability outcomes. This can be observed by the increasing adoption of WIL components, across HRM and other programmes. For example, the similar adoption of three-month WIL placements by universities of technology suggests efforts to emulate practices that may be seen as effective in bridging academic learning with workplace readiness (Ramsaroop et al., 2020).
Normative pressures further shape HRM programmes through the expectations of industry stakeholders and professional bodies (Scott, 2008, p. 51). These actors influence curriculum design and the integration of WIL to ensure that graduates possess competencies that meet labour market demands (Jackson & Dean, 2023). Industry partnerships not only enhance the relevance of HRM programmes but also act as feedback loops that can inform and refine WIL practices to ensure that there is alignment with contemporary workplace needs.
Furthermore, institutional theory takes into account the influence of informal cultural norms and historical contexts that vary across South African universities. For instance, resource disparities between traditional universities, comprehensive universities, and universities of technology which likely affect their capacity to implement WIL programmes effectively (Ngcwangu, 2019). Institutions with limited industry linkages or newer establishments may face challenges in providing consistent, high-quality WIL experiences. This highlights the role that cultural-cognitive forces can play in shaping institutional practices.
By applying institutional theory to this exploratory study, the researchers hope to critically assess the systemic factors driving the evolution of the WIL components of HRM programmes. This framework enables an exploration of how formal regulations and informal norms interact to influence programme design, implementation, and outcomes. Given present higher education pressures to have work ready graduates, the insights are essential for identifying areas for improvement and proposing strategies that can enhance the role of WIL in preparing HRM graduates for dynamic and complex workplace environments.
FINDINGS
Public universities offering HRM related qualifications
It was found that most public universities offer HRM related qualifications (for example, Diploma in HRM, Bachelor of Commerce in HRM and Postgraduate Diploma in HRM). 21 out of 26 universities were found to offer qualifications at undergraduate and postgraduate levels. Figure 1 illustrates the distribution of this.
1: HRM related qualifications offered across SA Universities
No. of public universities not offering HRM related qualifications 5 (19%)
No. of public universities offering HRM related qualifications 21 (81%)
Of 11 traditional universities, 9 were found to offer HRM related qualifications. These were University of Fort Hare, University of the Free State, University of KwaZulu-Natal, University of Limpopo, University of Pretoria, University of Stellenbosch, University of the Western Cape, University of the Witwatersrand, and North-West University. The two universities that did not were Rhodes University and University of Cape Town. UCT did offer programmes in People Management which is arguably HRM but because the study traced HRM specifically, it was excluded.
Of six comprehensive universities, all of them offered HRM related qualifications. These were Nelson Mandela University, University of Johannesburg, University of South Africa, University of Venda, University of Zululand, and Walter Sisulu University.
There are six universities of technology, and all offered HRM related qualifications. These were Cape Peninsula University of Technology, Central University of Technology, Durban University of Technology, Mangosuthu University of Technology, Tshwane University of Technology, and Vaal University of Technology.
None of the new universities (also known as niche universities) offered HRM related qualifications. These two were Sol Plaatje University, University of Mpumalanga, and Sefako Makgatho Health Sciences University.
FIGURE
Public universities with WIL components in HRM related qualifications
Based on the desktop searches, only five universities offered WIL in their HRM qualifications. Four of these were Universities of Technology and 1 was a comprehensive university. Table 1 summarises the information.
TABLE 1: Overview of WIL components in HRM programmes
DISCUSSION
The findings of this study reveal a dual narrative of challenges and opportunities in the implementation of WIL within Human Resource Management HRM programmes at South African universities. These insights illuminate the complexity of WIL as an educational model and highlight critical areas that require systemic attention to fully unlock its transformative potential.
CHALLENGES
Short placement durations
One of the most significant challenges is the shortness of WIL placements, which often span only three months. Such limited durations are insufficient for students to immerse themselves fully in workplace dynamics, acquire advanced professional competencies, or contribute meaningfully to organisational objectives. Trede and Jackson (2021) emphasise that extended placements enable deeper engagement, allowing students to apply theoretical knowledge in real-world settings more effectively. The current short placements restrict opportunities for developing higher-order skills such as strategic thinking, problem-solving, and leadership, all of which are critical competencies for HRM professionals.
Inconsistent credit allocation
Disparities in the credit weightings assigned to WIL components across institutions create inconsistencies in programme design and student experience. Programmemes with lower credit allocations may prioritise theoretical coursework over practical learning which would result in uneven graduate preparedness. These inconsistencies undermine the comparability of HRM qualifications and complicate efforts to establish nationally standardised WIL practices.
Terminological inconsistencies
The use of varied terminology used by universities to describe the WIL component within their HRM programmes reflects how each institutions labels or contextualises practical learning experience in curriculum differently. The names suggest how these WIL components are positioned in programmes.
Arguably, “Human Resource Practice” suggests practical application specific to HR functions while “Work Integrated Learning” is a generic term which highlights the integration of academic and workplace learning. The differences in terminology reflect a lack of standardisation across institutions. While the underlying purpose may be similar, the variation in names could create confusion for students, employers and other stakeholders. Terminological inconsistencies also affect industry partnerships, as employers may misunderstand the purpose or scope of WIL initiatives and this would hinder collaboration. Furthermore, this lack of clarity would obscure expectations, reduce engagement, and diminish the perceived value of WIL
OPPORTUNITIES
Standardisation
The harmonisation of WIL components of HRM programmes across institutions presents a significant opportunity to enhance consistency in design, delivery, and evaluation. Standardisation can address disparities in credit allocations, placement durations, and terminology, thus improve the comparability and recognition of HRM qualifications. Developing a national HRM WIL framework aligned with the National Qualifications Framework (NQF) would provide a unified guideline for institutions to ensure equitable access to high-quality learning experiences.
Digital innovations
As digital skills are an increasingly critical skill set in modern HRM roles, the transformative potential of digital technologies can be leveraged to expand the reach and flexibility of WIL. Virtual mentorship, simulation-based learning, and digital portfolios can complement traditional placements, particularly in areas with limited physical opportunities. These tools provide scalable solutions, would expose students to technology-driven work environments, and enhance their digital competencies. Additionally, online platforms would facilitate collaboration among students, educators, and industry partners, thus enrich overall learning experiences.
Strengthened partnerships
There are several partnership opportunities that universities can leverage to enhance the quality, relevance and impact of WIL in HRM programmes. These can bridge gaps between academia and industry, ensure meaningful student experiences and align programmes with the workplace demands. Building and sustaining partnerships with industry stakeholders such as Sector Education and Training Authorities (SETAs), the South African Board for People Practices (SABPP), and other professional bodies can significantly improve the relevance and quality of WIL placements. The SABPP, for example, has developed nationally recognised HRM professional competencies and standards which can be integrated into WIL design (SABPP, 2025). This would ensure that placements not only offer practical exposure but contribute to building graduate attributes needed for professional recognition. Industry partnerships could also provide opportunities to co-create curricula that responds to current industry needs and emerging HRM trends. Moreover, involving employers and professional bodies in WIL design, placement planning, and programme evaluations could foster long-term mutually beneficial relationships, resulting in graduates with relevant industry related skills and more strategically planned placements. Ultimately, strengthened partnerships would benefit all stakeholders. Students would have their employability enhanced by improved WIL design, employers would gain access to a talent pipeline of skilled HRM graduates, professional bodies would have their competencies and standards entrenched in WIL practice, and universities would be assured of the integrity and responsiveness of their HRM programmes
CONCLUSION
In a nation grappling with profound socio-economic challenges, the effective implementation of WIL in HRM education is not just an academic imperative but a strategic pathway to transforming individual career trajectories and fostering broader workforce resilience. The study highlights WIL’s potential to advance both academic excellence and employability and empower students to thrive in their prospective professional journeys. The challenges and opportunities identified highlight the complexities of implementing WIL in HRM. While short placement durations, inconsistent credit allocations, terminological confusion, and inadequate institutional support present significant barriers, the potential for standardisation, digital innovation, and strengthened partnerships provide avenues for improvement. South African universities should look to enhance the impact of WIL to better equip HRM students with the skills, experiences, and confidence they need to thrive in an increasingly competitive labour market.
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Royal Rhodes University
ACKNOWLEDGEMENTS
The Conference Convenor and Organising Committee would like to thank all the Researchers, Presenters and Contributors who made the SASCE WIL AFRICA Conference 2024 such a great success! With gratitude to our Platinum Members and our Partners for their invaluable contribution towards the success of WIL AFRICA Conference 2024.
