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Utilising Work-Integrated Learning to Enhance Student Participation and Engagement in Sustainability Issues in Open and Distance Learning

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Book cover Handbook of Theory and Practice of Sustainable Development in Higher Education

Part of the book series: World Sustainability Series ((WSUSE))

Abstract

Work-integrated learning (WIL) refers to a range of curricular, pedagogic and assessment practices focussed on blending formal learning with workplace concerns. In open and distance learning (ODL), incorporation of student’s personal and work related experiences with sustainability concerns, presents a challenge. WIL provides opportunity for development and implementation of place-based, practical pedagogies, thereby enhancing transformation towards sustainability while adding value to ODL. This paper utilises a case study from the National Diploma in Nature Conservation offered by the University of South Africa (Unisa), a major ODL provider in the Global South. In line with the growing popularity of qualitative inquiry in educational research, the case study utilises reflective narrative inquiry to capture and analyse how the WIL component of this qualification contributes to participation and engagement of students in tasks related to communication and sustainability. Apart from blending ODL, WIL and Education for Sustainability (EfS), another unique element involves the process through which WIL is implemented in the case study. This is not based on the typical placement of students at potential employers, but involves a seven day tourist visit simulation and assessment in a local nature reserve, facilitated by Unisa. After an initial pilot run, this format of providing the Unisa nature conservation students with a WIL opportunity has since been fully implemented and is repeated annually with great success. The case study is supplemented with a qualitative assessment of the experience obtained with the inclusion of WIL in this qualification. This assessment is conducted within an empirically validated framework for evaluation of WIL curricula, thereby generating additional insight into facilitation of outcomes. The paper concludes by sharing lessons learned and issues to consider with the implementation of WIL (including synergies with EfS), as well as providing pointers for decision makers and future research and consideration.

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Acknowledgments

The authors would like to thank the participants in the 2012 and 2015 WIL excursions to Telperion Nature Reserve for their feedback and cooperation.

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Authors and Affiliations

  1. Department of Environmental Sciences, University of South Africa, Private Bag X6, Florida, 1710, South Africa

    Graeme Wilson

  2. Department of Geography, University of South Africa, Private Bag X6, Florida, 1710, South Africa

    Rudi W. Pretorius

Authors
  1. Graeme Wilson
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  2. Rudi W. Pretorius
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Corresponding author

Correspondence to Rudi W. Pretorius .

Editor information

Editors and Affiliations

  1. FTZ-ALS, HAW Hamburg, Hamburg, Germany

    Walter Leal Filho

  2. Department of Environment, University of the Aegean , Mytilene, Greece

    Constantina Skanavis

  3. Business and Economics, NECE, University of Beira Interior , Covilhã, Portugal

    Arminda do Paço

  4. School of Architecture and Design, RMIT University , Melbourne, Australia

    Judy Rogers

  5. Manchester Metropolitan University , Manchester, United Kingdom

    Olga Kuznetsova

  6. Department of Life Sciences, Centre for Functional Ecology, University of Coimbra , Coimbra, Portugal

    Paula Castro

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Wilson, G., Pretorius, R.W. (2017). Utilising Work-Integrated Learning to Enhance Student Participation and Engagement in Sustainability Issues in Open and Distance Learning. In: Leal Filho, W., Skanavis, C., do Paço, A., Rogers, J., Kuznetsova, O., Castro, P. (eds) Handbook of Theory and Practice of Sustainable Development in Higher Education. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-47889-0_18

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