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Acceptance of co-operative education practice by the academic staff at Technikon South Africa

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dc.contributor.author Groenewald, Thomas
dc.contributor.author Strümpfer, Deo
dc.contributor.author Lessing, Barend C.
dc.date.accessioned 2009-08-25T12:35:04Z
dc.date.available 2009-08-25T12:35:04Z
dc.date.issued 2001
dc.identifier.citation Groenewald, T, Strümpfer, D, Lessing, BC. 2002,'Acceptance of co-operative education practice by the academic staff at Technikon South Africa',SA Journal of Industrial Psychology, vol. 27, no. 3, pp. 1-6. [http://www.sajip.co.za/index.php/sajip/article/view/18] en
dc.identifier.issn 2071-0763
dc.identifier.uri http://hdl.handle.net/10500/2563
dc.description Article en
dc.description.abstract Technikons advocate the practice of co-operative education, which is an educational strategy that integrates learning through productive work with the theoretical curriculum. However, only 35% of theTechnikon SA programmes have a compulsory experiential learning component. Grounded theory research was undertaken to determine some of the basic assumptions of Technikon SA’s academic staff in this regard. Rather than starting out with a specific research problem, grounded theory explores an area of interest and allows what is relevant to emerge. Semi-structured interviews with four open-ended questions, were conducted with a stratified-random sample of 25 teaching staff at Technikon SA. It was found that, although there is some willing compliance and belief in co-operative education, it is not indicative of the organisational culture of Technikon SA. en
dc.language.iso en en
dc.publisher Unisa Press en
dc.subject Technikon SA en
dc.subject Cooperative education en
dc.subject Educational strategy en
dc.subject Experiential learning en
dc.subject Grounded theory en
dc.subject Semi-structured interviews en
dc.subject Organisational culture en
dc.title Acceptance of co-operative education practice by the academic staff at Technikon South Africa en
dc.type Article en


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