A framework for work integrated learning in public administration and management departments

Abstract

The purpose of this article is to investigate the process of work-integrated learning in the Department of Public Administration and Management at Unisa for benchmarking implementation at other ‘comprehensive’ higher education institutions in South Africa. This needs to take into consideration the different conditions of two former distance education institutions, a former technikon and a traditional university that merged and consequently became known as a comprehensive university. In this research, an exploratory single case strategy was employed. The focus of the exploration is on the implementation of the principles of adult learning theories, such as constructivist learning, learning style flexibility, co-operative learning and self-regulated learning. Furthermore,it includes an investigation of the different roles of the lecturer; the design and development of effective work -integrated learning programmes; the implementation of such programmes by means of facilitating learning and assessing students’ mastering of outcomes. Qualitative data collection was done through text analysis – specifi cally the process chronological thematic portfolios submitted by the students as part of their summative assessment. To gain primary data, some interviews were carried out, making use of semi-structured questions. Apart from these data collection methods, other related published literature, official documents and webbased documents were studied to explore the work-integrated learning execution procedure, research method and report organisation.