Abstract:
Universities in Zimbabwe have universally adopted a full-year integrated undergraduate student workplace-based learning pedagogy following the precedent set in 1991 by one pioneering university, the National University of Science and Technology. In this explorative study I analyse participants’ views, reflections and understanding of how the full-year model of workplace-based learning enhances quality academic practices and impacts on short, medium and long-term visions and opportunities for students and other stakeholders. I employed the embedded concurrent mixed methods research design (Creswell&Clark, 2007) using interviews with lecturers, university administrators and industry supervisors, as well as open-ended questions in three matched versions of a questionnaire to students, lecturers and industry supervisors respectively. The same questionnaire provided quantitative data that was statistically analysed. Interviews were conducted with 24 participants from the university under study, industry and other universities, while 363 university students, 40 NUST lecturers and 34 industry supervisors responded to the respective questionnaires. Students, lecturers and industry supervisors concurred on the coherence between industry experiences and university learning, the beneficial experiences at the workplace, and the relevance of those experiences to society, confirming the expressed view that industry-based learning promoted quality learning and teaching, and enabled students to become work-ready. However there were perceptions of inadequate student supervision and assessment, unsatisfactory student welfare safeguards, inadequate research enthusiasm among lecturers, and the lack of involvement of the whole spectrum of industry categories. There was an underlying regard for lifelong learning enabling societal transformation into the increasingly dominant industrialised culture. Lecturers indicated an appreciation for a holistic orientation to teaching and learning (Taylor, 2009), and were inclined towards adopting the hermeneutic approach to education (Danner, 2002). It is recommended, among other things, to revitalise effective practices through staff development efforts, increasing student knowledge and empowerment, and strengthening collaborative platforms between the university and its industry partners. Chief among the suggestions for future research is the understanding and promotion of student welfare during their placement in the workplaces.
