A work-integrated learning mentorship model for nature conservation at an open distance learning university in South Africa
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Authors
Wilson, Graeme Austin
Issue Date
2019-01
Type
Dissertation
Language
en
Keywords
Africa , Applications , Case study , Conservation , mLearning , Mentoring , Mobile technology , Nature conservation , Open and distance learning , Open distance and e-learning , Qualitative research , Social learning theory , Work-integrated learning (WIL)
Alternative Title
Abstract
In this dissertation of limited scope, the phenomenon of providing effective workintegrated
learning mentorship to nature conservation undergraduate students is
explored, specifically to determine if mobile technology can be offered as an
alternative or supplementary mentoring strategy for an Open Distance Learning
university.
Mentoring of work-integrated learning undergraduate students is an integral
component of the Nature Conservation Diploma offered by the University of South
Africa. The prerequisite mentoring of students is not consistent across all required
sector-based placements and this could be construed as being unjust and
discriminatory. This possible negative perception has motivated this investigation into
work-integrated learning mentorship approaches within the Nature Conservation
Diploma. This exploratory case study provides insights into and lays a foundation for
the development of a supplementary mentorship provision strategy, for students who
find it difficult to secure mentorship opportunities.
Applying a social learning and integration perspective, three cohorts of undergraduate
nature conservation work-integrated learning students participated in this study. This
qualitative exploratory case study focused on the interaction and subsequent results
achieved by students, through engaging with one of three different mentorship
methods available to students at the University of South Africa. The three methods
were: face-to-face mentoring by an academic, digital mentoring provided by means of
a mobile phone application and sector-based mentoring. The latter method represents
the current mentorship provision status quo for all nature conservation work-integrated
learning diploma students.
The findings reveal that the three mentoring methods are effective in supporting workintegrated
learning students. The students indicated their preference for mentorship
provided by the University of South Africa, over that of the sector-based mentors. No
significant difference between the two university-provided methods of mentorship was
found. This study recommends that the University continue with its development of the
digital mentor option, to function as a fully functioning supplementary mentor.