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dc.contributor.authorMakhathini, Thobeka Pearl
dc.date.accessioned2016-12-13T07:24:49Z
dc.date.available2016-12-13T07:24:49Z
dc.date.issued2016
dc.identifier.citationMakhathini, T.P. (2016). Work integrated learning competencies: industrial supervisors’ perspectives. Perspectives in Education, 34(3), 56-71.en_ZA
dc.identifier.issn2519-593X (online)
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/5208
dc.identifier.urihttp://dx.doi.org/10.18820/2519593X/pie.v34i3.5
dc.description.abstractResearch on student-learning outcomes indicates that university graduates do not possess relevant skills required by the industry such as leadership, emotional intelligence, problem solving, communication, decision-making skills and the ability to function in a multicultural environment. Currently, engineering graduates are expected to perform within a diverse working environment, hence the need to possess appropriate professional competencies and attributes. This paper seeks to identify strengths and potential shortfalls of work integrated learning (WIL) for students placed in the engineering sector. It presents findings from a study of workplace supervisors of chemical engineering students at one university of technology on the coastal seaboard. Supervisors from a variety of chemical industries completed a WIL students’ competency assessment, which measures 23 work-related competencies using a 4-point Likert scale. The competencies were organised under two broad themes of cognitive and behavioural skills. The two themes were further broken down into five sub-themes, namely ability, performance, judgement, attitude and suitability. This defines the common characteristics of superior performers within the workplace. The results show that most students meet the standard expectation on the cognitive or ‘hard’ skills but seem to lack the behavioural or ‘soft’ skills. There were statistically significant differences between cognitive and behavioural skills. The findings from this study suggest that cooperative education programmes need to do more in developing the students’ soft skills before they go out for WIL placement to ensure effectiveness and broad-based technical competence.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectCompetencyen_ZA
dc.subjectIndustrial supervisoren_ZA
dc.subjectWorkplaceen_ZA
dc.subjectWork integrated learningen_ZA
dc.subjectChemical engineeringen_ZA
dc.subjectHigher educationen_ZA
dc.subjectCooperative educationen_ZA
dc.subjectVocational educationen_ZA
dc.titleWork integrated learning competencies: industrial supervisors’ perspectivesen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderFaculty of Education, University of the Free State


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