Developing an integrated systems thinking approach to assessment of work integrated learning at Universities of Technology

Abstract

Work integrated Learning (WIL) is understood as a component in the successful attainment of a qualification within an appropriate field, assisting significantly in accomplishing the graduate attributes as demanded by employers. WIL calls for the practical exposure and engagement of students in the workplace that is seen as the first point of transition from higher education into the world of work (WoW). WIL is reliant on the attainment of various skills all of which need assessment in order to authenticate their achievement. It has been documented that challenges exist with the management of WIL as it involves engagement between three parties, the higher education institution, the student and industry (the external partner). One of these challenges is the assessment of WIL, which currently presents a disjointed, complex situation within a qualification, presenting the need for a more planned, systematic approach for successful implementation. Another challenge inherent in this assessment is the engagement of two learning sites and the inclusion of the activities of three partners within the assessment of each student. The active role of students in their own assessment activities is required if attainment of graduate attributes is to be achieved within a student-centred approach, while the involvement of various assessors with varied abilities being responsible for assessing WIL trainees within varied industry environments all presents a situation full of inconsistencies in practice. The focus of this study is therefore on establishing an optimum system of assessment of WIL within a complex situation involving an integrated approach which will also allow for flexibility of practice within the numerous sectors of industry. The study adopted a Systems Thinking theoretical framework, with specific reference to Soft Systems Methodology (SSM), which focussed on identifying interconnectivity within the practices of assessment of WIL. The study is anchored in the interpretivist paradigm and implemented a mixed methods design, allowing for a triangulation of the findings for a clearer understanding of the practice of assessment within WIL. Five of the six Universities of Technology (UoTs) in South Africa, were included as the study population. Two departments from the Management Sciences Faculty of each UoT were selected based on their offering of the WIL programme. The study population included the Academic WIL co-ordinators, industry mentors and students who had undergone WIL training. Quantitative data (questionnaires) complemented and supplemented qualitative data (interviews) in strengthening the analysis and the interpretation of the findings. Quantitative data was analysed by a statistician adopting the SPSS software package, while the qualitative data was coded into themes and categories by the researcher. From the data analysis it emerged that for a successful practice of assessment of WIL to be attained, it is important that WIL becomes an integrated practice within a qualification, with scaffolded assessment activities throughout the qualification, designed to promote and develop student Learning, Teaching and Assessment (LTA) activities, allowing for a holistic assessment of WIL and WIL related activities. It is clearly in the interest of all WIL stakeholders to ensure the success of this process. It emerged that assessment of WIL needs to be incorporated as a mix of authentic cocreated activities that are not reliant on one assessor, but the product of integrated activities of the key partners (academic WIL co-ordinator, industry mentor and the student). The study presents a model for the attainment of this integrated assessment of WIL, in the context of the identified theoretical framework, the literature reviewed and the analysis of findings of this study. The study recommends that WIL practitioners adopt the integrated model of assessment of WIL with inclusion of scaffolded WIL activities within the curriculum and foster a relationship of inclusivity between students, WIL practitioners and Industry mentors in engaging in assessment of WIL. It is also recommended that a community of practice is established holistically within an institution, amongst other institutions of education as well as the industry partners.