An exploratory study of stakeholder perceptions of the new directions necessitated by the COVID-19 pandemic and their importance for the management of work-integrated learning

Abstract

The COVID-19 pandemic profoundly disrupted traditional Work-Integrated Learning (WIL) practices in South African Universities of Technology (UoTs), necessitating rapid adaptation to virtual, hybrid, and project-based learning models. This study investigates post-COVID WIL practices, stakeholder perceptions, curriculum impacts, and the effectiveness of newly implemented strategies. Situated within an interpretivist paradigm, a qualitative approach was adopted to explore the meanings participants ascribe to WIL experiences. An exploratory multiple case-study design enabled in-depth insights across six UoTs. Data were collected via semi-structured interviews with 27 participants; including lecturers, WIL coordinators, and document analysis to capture diverse perspectives and institutional artefacts. Interviews were transcribed verbatim and managed in NVivo; thematic analysis combining deductive and inductive coding was applied to generate categories, subthemes, and overarching themes aligned to the research objectives. Thematic analysis revealed four overarching dimensions: (1) current WIL practices, including communication strategy development, traditional placements, project-based learning, and collaborative mentorship; (2) stakeholders’ perceptions, highlighting opportunities and constraints in transitioning to online and hybrid modalities; (3) curriculum impacts, reflecting both enhanced work-readiness and systemic limitations such as misaligned placements, insufficient exposure, and financial inequities; and (4) a balanced assessment of WIL strategies, emphasizing the integration of virtual approaches, simulation technologies, traditional placements, and industry partnerships. The main findings demonstrate that hybrid, adaptive WIL models supported by structured mentorship, formalised industry collaboration, and reflective practices optimally cultivate employable, competent, and resilient graduates. The study underscores the need for strategic planning, institutional capacity building, and equity-focused interventions to sustain WIL effectiveness in post-pandemic higher education

Keywords: {'name': 'Work-Integrated Learning (WIL), Hybrid Learning, Education, Experiential Learning, Universities of Technology'}

Authors & affiliations

Thobekile Ndhlovu
Mangosuthu University of Technology

Jane Skinner
Affiliation not supplied

Smangele Moyane
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

Akhil, S. (2018). Problem solving method and scientific method. SlideShare. https://www.slideshare.net/slideshow/problem-solving-method-and-scientific-method/126250957

DOI: 10.38140/pie.v42i4.7101

DOI: 10.1080/2159676X.2019.1628806

DOI: 10.1016/S1751-3243(06)01006-6

Coombs, W. T. (2007). Ongoing crisis communication: Planning, managing, and responding (2nd ed.). Sage Publications.

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications.

DOI: 10.1080/00131728609335764

DOI: 10.1177/0047239520934018

DOI: 10.1007/s10734-024-01225-x

Doroba, H., Mbanugo, T., & Edosio, U. (2020). The relevance of digital skills in the COVID-19 era. African Development Bank.

Elzir, A., & Morgandi, M. (2024). Building digital literacy and skills to reflect the needs of the job market. World Bank.

DOI: 10.1111/j.1744-6570.1979.tb00468.x

Fleming, J., McLachlan, K., & Pretti, T. J. (2018). Successful work-integrated learning relationships: A framework for sustainability. International Journal of Work-Integrated Learning, 19(4), 321–335.

DOI: 10.36253/979-12-215-0151-3.22

DOI: 10.20853/31-5-609

DOI: 10.1016/j.radi.2021.10.018

DOI: 10.20853/38-5-6413

Havelock, R. G. (1971). Planning for innovation through dissemination and utilization of knowledge. Institute for Social Research, University of Michigan.

DOI: 10.17159/ijtl.v18i1.17207

Hodges, L. D., & Martin, A. J. (2020). Enriching work-integrated learning students’ opportunities online during COVID-19. International Journal of Work-Integrated Learning, 21(4), 415–423.

International Labour Organization. (2020). COVID-19 and the world of work. International Labour Organization. https://www.assiv.it/wp-content/uploads/2020/04/ILO.pdf

DOI: 10.36315/2022v2end100

Johansson, L., & Pihl, L. (2023). Crisis management in theory and practice. https://www.diva-portal.org/smash/get/diva2:1762544/FULLTEXT01.pdf

Kay, J., McRae, N., & Russell, L. (2020). Two institutional responses to work-integrated learning in a time of COVID-19. International Journal of Work-Integrated Learning, 21(5), 491–503.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). FT Press.

DOI: 10.1007/s11159-021-09903-z

Laugé, A., Sarriegi, J. M., & Torres, J. M. (2009). The dynamics of crisis lifecycle for emergency management. Proceedings of the 27th International Conference of the System Dynamics Society. https://proceedings.systemdynamics.org/2009/proceed/papers/P1112.pdf

Lowes, M., Du Plessis, G., & Madavha, M. A. (2022). Guidelines for work-integrated learning and service learning. North-West University.

Lumadi, R. (2024). The influence and effects of digital revolution on Africa’s higher education systems. South African Journal of Higher Education, 38(3), 114–130. https://doi.org/10.20853/38-3-6347

DOI: 10.46303/ressat.2024.17

Maietta, H., & Gardner, P. (2022). US employer response to COVID-19. International Journal of Work-Integrated Learning, 23(3), 427–444.

DOI: 10.26803/ijlter.19.10.8

DOI: 10.35631/IJMTSS.415007

DOI: 10.3389/feduc.2021.647986

Pretti, T. J., Etmanski, B., & Durston, A. (2020). Remote work-integrated learning experiences. International Journal of Work-Integrated Learning, 21(4), 401–414.

DOI: 10.17159/fwk81482

DOI: 10.4324/9780203729434-14

DOI: 10.1187/cbe.20-06-0128

Studocu. (2024). Curriculum change and innovations. Studocu. https://www.studocu.com

DOI: 10.30589/proceedings.2020.423

DOI: 10.12688/f1000research.148514.1

DOI: 10.4324/9781003070726-17

Universities Australia. (2019). Work-integrated learning in universities. Universities Australia. https://universitiesaustralia.edu.au

University of South Africa. (2021). More than 73,000 students lose out on workplace learning during lockdown. Sowetan Live. https://www.sowetanlive.co.za

Warren, R., & Wood, D. (2023). Problem solving: Definition, method and examples. Study.com. https://study.com

Wood, Y. I., Zegwaard, K. E., & Fox-Turnbull, W. (2020). Work-integrated learning: A meta-analysis. International Journal of Work-Integrated Learning, 21(4), 331–354.

DOI: 10.1080/01587919.2021.1956305

DOI: 10.1016/j.sajce.2023.12.008

Zegwaard, K. E., Pretti, T. J., & Rowe, A. D. (2020). Responding to an international crisis: The adaptability of work-integrated learning. International Journal of Work-Integrated Learning, 21(4), 317–330.

DOI: 10.1186/s12909-021-02909-z