Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme

Abstract

This research case study investigates the efficacy of a Work-Integrated Learning (WIL) pedagogy that simulates a professional design studio in a graphic design programme at a South African tertiary institution. The overall aim is to develop a model for future pedagogical development of the WIL approach under study. The researcher is one of a team of third-year level WIL teachers, so the study is positioned as educational practitioner research. The review of literature establishes three learning theory links with the WIL pedagogical approach under study. These are: a) learning integration, b) learning transformation, and c) learning transfer. Integrative and transformative learning in WIL study needs to be transferred to graphic design graduates’ design agency working roles as integrative and transformative capability, if WIL pedagogy is to be considered effective. The effective transfer of student learning to the workplace is also considered to be affected the fact that some aspects of pedagogical practice are implicit rather than explicit. Fourteen graphic design graduates currently employed in graphic design agencies were each interviewed twice regarding their working experience. The first round of initial unstructured interviews found that integrative and transformative capability in design agencies was connected with problematic issues of design agency professional capability: collaboration with colleagues, client relations and time management. The second round of semi-structured interviews established these themes as both confirming and disconfirming WIL learning transfer. Upon reflection on the account of WIL pedagogy given in the literature review, design agency collaboration, client relations and time management are implicitly connected to the integrative and transformative intentions of WIL pedagogy. This may compromise learning transfer. An analytical model of these pedagogical concerns was then constructed, to allow for development of the WIL pedagogical approach. Recommendations for such development are offered, and indications made for future research.