Relevance of Work Integrated Learning (WIL) in the geomatics programme at the Durban University of Technology

Abstract

The Durban University of Technology (DUT) phased out the National Diploma: Surveying and the B-Tech: Surveying qualifications and introduced a new qualification, Bachelor of the Built Environment (BBE): Geomatics in January 2018. Work integrated learning (WIL), which is also referred to as experiential learning (EL), emphasises workplace learning encompassing a career-focused educational strategy, inclusive of classroom-based and workplace-based forms of learning that are appropriate for a professional qualification. WIL has become an integral part of the teaching and learning pedagogy within the surveying profession at a national diploma level across many of the technikons and universities of technology (UoTs) nationally over the past few decades, including the DUT. WIL has become widely recognised as the cornerstone of student development because this interaction with industry encourages students to understand and appreciate the mechanisms of real WPL and the dynamics of a professional working environment, with the opportunity to reflect on their strengths and weaknesses while inculcating a sense of work identity and professionalism. Sattler (2011) explained that the term WIL is often used interchangeably with work-based learning, practice-based learning, work-related learning, vocational learning, experiential learning, co-operative education, clinical education, internship, practicum, and field education etc. For the purposes of this study, the terms ‘experiential learning’ and ‘work integrated learning’ will be used interchangeably. WIL has now been excluded from the new BBE: Geomatics qualification, as this qualification seeks to be more academically oriented and aligned. However, the lack of a WIL component could possibly result in a graduate who exhibits deficiencies in practical knowledge, technical skills, and work-related proficiencies when compared to the traditional survey technician/technologist that industry has become accustomed to over the years, which may have further detrimental consequences for the learner and the industry sector. The aim of this study was therefore to investigate and evaluate the historical impact of EL in terms of the impact on the student’s personal and professional development, in the National Diploma: Surveying programme, and to evaluate the relevance of WIL in the geomatics programme at the DUT. Data was collected through interactions with industry practitioners within the surveying and geomatics fraternity in the KwaZulu-Natal (KZN) region. The motivation for the study was to increase our understanding of industry’s perspectives on WIL to assist in terms of informed decision making and best practices, which will be beneficial to all stakeholders. There is an abundance of supporting literature highlighting the relevance and benefits of WIL which has been widely acknowledged as a vehicle for contributing to student development and increasing graduate employability outcomes. Dressler and Keeling (2011, cited in Baker 2014), summarised over 100 research publications on the benefits of WIL, regarding academic, personal, professional, and work skill development aspects. Smith (2012, cited in Wingrove and Turner 2015) explains that WIL creates the opportunity for higher education institutions (HEIs) to design, refine and teach curricula that are responsive to current and future workplace requirements, equipping students with the knowledge and capabilities to actively engage with industry and community partners, and improve work readiness. The study was conducted by employing a mixed-method approach incorporating quantitative and qualitative methods. The quantitative method however was the predominant technique since it constituted a significant part of the study. Quantitative techniques involve data collection, organisation, analysis, interpretation, and presentation of numerical data in both tabular and graphical formats. Appropriate statistical techniques were applied through the use of SPSS data analysis software. The qualitative method involved brief analysis of employer comments from the experiential training (ET) report data set and feedback from the open-ended question on both questionnaire surveys. The findings confirmed that the EL in the National Diploma: Surveying had a positive and meaningful impact on the development of the Diploma graduate. Further, the findings are that there is significant consensus from industry and students regarding the importance and relevance of WIL in promoting an enriching career focused education, and in facilitating the acquisition of discipline knowledge, practical proficiency, graduate attributes, employability skills, and core competencies that will culminate in an all-round holistic graduate to meet the needs of a modern workforce for the various industry sectors. Some of the recommendations arising from the study to support informed decision making going forward include: implementation of a six or twelve month WIL programme, increase in industry engagement and collaboration, implementation of WIL simulation methods, establishment of a survey camp, WIL staff industry secondment, and reintroduction of the WIL empowerment project.