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dc.contributor.authorHarmse, Anneke
dc.contributor.authorGoede, Roelien
dc.identifier.citationHarmse, A. & Goede, R. 2013. Understanding work integrated learning in ICT: a systems perspective. World academy of science, engineering and technology 76, 7(4):585-591. []en_US
dc.descriptionWorld academy of science, engineering and technology 76, Johannesburg, South Africa, 29-30 April 2013en_US
dc.description.abstractInformation and communication technology (ICT) is essential to the operation of business, and create many employment opportunities. High volumes of students graduate in ICT however students struggle to find job placement. A discrepancy exists between graduate skills and industry skill requirements. To address the need for ICT skills required, universities must create programs to meet the demands of a changing ICT industry. This requires a partnership between industry, universities and other stakeholders. This situation may be viewed as a critical systems thinking problem situation as there are various role players each with their own needs and requirements. Jackson states a typical critical systems methods has a pluralistic nature. This paper explores the applicability and suitability of Maslow and Dooyeweerd to guide understanding and make recommendations for change in ICT WIL, to foster an all-inclusive understanding of the situation by stakeholders. The above methods provide tools for understanding softer issues beyond the skills required. The study findings suggest that besides skills requirements, a deeper understanding and empowering students from being a student to a professional need to be understood and addressed.en_US
dc.subjectWork Integrated Learningen_US
dc.titleUnderstanding work integrated learning in ICT: a systems perspectiveen_US
dc.contributor.researchID10085971 - Goede, Roelien

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