dc.contributor.author |
Groenewald, Thomas
|
|
dc.contributor.author |
Strumpfer, Deo
|
|
dc.contributor.author |
Lessing, B. C. (Barend Christiaan)
|
|
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. |
en |
dc.identifier.issn |
2071-0763 |
|
dc.identifier.uri |
http://hdl.handle.net/10500/2563 |
|
dc.identifier.uri |
http://www.sajip.co.za/index.php/sajip/article/view/18 |
|
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.description.abstract |
Technikons propageer die beoefening van ko˛peratiewe onderwys,’n opvoedkundige strategie wat leer deur produktiewe werkservaring integreer met die teoretiese kurrikulum. ByTechnikon SA egter, het slegs sowat 35% van
die formele programme ’n verpligte leerervarings komponent.Teoretiese-begrondings navorsingsmetodologie is
gebruik om sekere basiese veronderstellings van akademiese personeel te bepaal. Eerder as om’n spesi¢eke navorsingsprobleem as vertrekpunt te gebruik, ondersoek teoretiese-begronding’n area van belang en laat die metodiek
die relevante sake toe om te voorskyn te kom. Semi-gestruktureerde onderhoude, met vier ope vrae, is gevoer met
’n gestrati¢seerde eweskansige steekproef van 25 akademiese personeellede vanTechnikon SA. Daar is bevind dat
alhoewel daar beperkte oortuiging en gewillige uitlewing van ko˛peratiewe onderwys is, is dit nie beduidend as
kenmerkend van die organisasie kultuur vanTechnikon SA nie. |
af |
dc.format.extent |
1 online resource (6 pages) |
|
dc.language.iso |
en |
en |
dc.publisher |
Unisa Press |
en |
dc.rights |
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
Website design & content: ©2022 AOSIS (Pty) Ltd. All rights reserved. No unauthorised duplication allowed. |
en |
dc.rights.uri |
https://www.aosis.co.za/ |
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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.subject.ddc |
378.370968 |
|
dc.subject.lcsh |
Technikon SA -- Faculty |
en |
dc.subject.lcsh |
Education, Cooperative -- South Africa |
en |
dc.subject.lcsh |
College teachers -- South Africa -- Attitudes |
en |
dc.title |
Acceptance of co-operative education practice by the academic staff at Technikon South Africa |
en |
dc.type |
Article |
en |
dc.description.department |
Educational Studies |
|