A multi-case study on the implementation of work-integrated learning (WIL) in the hospitality education sector in the Western Cape

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dc.contributor.advisorFrick, B.L.en_ZA
dc.contributor.authorBraak, Douletteen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2022-02-10T08:16:35Z
dc.date.accessioned2022-04-29T09:20:20Z
dc.date.available2022-02-10T08:16:35Z
dc.date.available2022-04-29T09:20:20Z
dc.date.issued2022-04
dc.descriptionThesis (MPhil)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH ABSTRACT: Employability is a combination of a person’s characteristics and skills, which may differ between jobs, but is ultimately about the attributes that make a person valuable to an employer. Work-integrated learning (WIL) is vital for increasing students’ employability by aligning theoretical knowledge with workplace learning. Integrating both of these into the curriculum enhances the students’ learning experience. Hospitality education institutions make use of WIL within their academic teaching. Hospitality studies contain an essential practical component and in order for the students to be adequately prepared for the industry, it is relevant to consider how WIL is implemented. This study explored how different hospitality education institutions in the Western Cape implement WIL. A cross-sectional qualitative multi-case study methodology provided an in-depth understanding of this implementation process. Gathering qualitative data from three different hospitality education institutions through document analysis, WIL coordinator interviews, student focus groups, and hospitality industry stakeholders contributed to a comprehensive view of the implementation process. The documents analysed and the data from the interviews illustrated that WIL implementation between the different institutions is similar, with only slight differences between assessment strategies and duration of placements. The WIL implementation by industry stakeholders was also identical, with only minor variations in the induction programmes. The research findings indicated that WIL is critical in employability skills development in the hospitality industry. As such, it is important to consider best practices to enhance and improve this process.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Indiensneembaarheid kan beskryf word as ’n kombinasie van ’n persoon se karaktereienskappe en vaardighede wat van werk tot werk kan verskil, maar uiteindelik is dit hierdie unieke kombinasie van bevoegdhede wat ’n persoon waardevol maak vir ’n werkgewer. Werkgeintegreerde onderrig is belangrik om studente se indiensneembaarheid te verhoog deur teoretiese kennis aan te vul met praktiese vaardighede in die werkplek. Deur beide teoretiese kennis en praktiese vaardighede in die kurrikulum te integreer, vermeerder dit verder die studente se leer-ervaring. Instellings wat gasvryheidsonderrig aanbied gebruik werkgeintegreerde onderrig in hul teoretiese onderrig. Gasvryheidsonderrig het ’n belangrike praktiese komponent, en om studente behoorlik voor te berei vir die industrie is dit relevant om te kyk hoe werkgeintegreerde onderig geimplimenteer word. Hierdie studie ondersoek hoe verskillende gasvryheidsonderrig-instellings in die Wes-Kaap werkgeïntegreerde onderrig implementeer. Die gebruik van ’n kwalitatiewe veelvoudige deursnit gevallestudie metodologie het dit moontlik gemaak om ’n in-diepte begrip van die werkgeintegreerde onderrig implementeringsproses te bewerkstellig. Kwalitatiewe data is versamel vanaf drie verskillende gasvryheidsonderwys-instellings. Die omvattende oorsig van die implementeringsproses is verkry deur dokument analise, onderhoude met werkgeintegreerde onderrig koordineerders, fokusgroepe met studente, sowel as belanghebbendes in die gasvryheidsbedryf. Die implementering van werkgeintegreerde onderrig tussen die verskillende instellings is soortgelyk, met slegs geringe verskille in die assesseringstrategiee, asook die plasingstydperk. Vanuit die oogpunt van belanghebbendes in die gasvryheidsbedryf is die implementering van werkgeintegreerde onderrig ook soortgelyk, met klein verskille in die induksieprogramme. Die navorsingsbevindinge het verder aangedui dat werkgeintegreerde onderrig die sleutel is tot die ontwikkeling van indiensneembaarheidsvaardighede in die gasvryheidsbedryf, en dit is daarom belangrik om oorweging te skenk aan die beste praktyke om sodoende hierdie proses te verbeter en meer effektief te benut.af_ZA
dc.description.versionMastersen_ZA
dc.format.extent149 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/124573
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectEducation, Cooperativeen_ZA
dc.subjectExperiental learningen_ZA
dc.subjectEducation, Higher -- South Africa -- Western Capeen_ZA
dc.subjectInternship programsen_ZA
dc.subjectHospitality industry -- Vocational guidanceen_ZA
dc.subjectCareer education -- South Africa -- Western Capeen_ZA
dc.subjectUCTD
dc.titleA multi-case study on the implementation of work-integrated learning (WIL) in the hospitality education sector in the Western Capeen_ZA
dc.typeThesisen_ZA
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