Work-integrated practices in a technology education setting. Issue 1 (27th February 2017)

• Record Type: Journal Article
• Authors: Sebolao, Rosaline; Ntshoe, Isaac
• Is Part Of: Journal of psychology in Africa. Volume 27:Issue 1(2017)
• Page Start: 97
• Page End: 100
• Publication Date: 2017-02-27
• Subjects: academics -- industry exposure -- teaching and learning -- pedagogical practices; Psychology -- Africa, Sub-Saharan -- Periodicals; Psychology -- Latin America -- Periodicals; Black people -- Latin America -- Psychology -- Periodicals; Black people -- Africa, Sub-Saharan -- Psychology -- Periodicals; 155.8496
• DOI: 10.1080/14330237.2016.1219573
• Languages: English
• ISSNs: 1433-0237

Abstract

Abstract : This study sought to explore emerging university-industry partnerships in technology transfer education, the process for the engagement, and benefits to the learning and teaching experience. Participants were a convenience sample of ten lecturers at a technology university (females = 80%; management sciences = 70%). Data on the scope and nature of industry partnership practices and experiences were collected using semi-structured interview. Thematic data analysis revealed the lecturers to perceive benefits to learning and teaching from the university-industry engagement, including the use of field practice examples, customer service-orientated skills, innovation learning and technology transfer, curriculum enhancement and professional learning. A work-integrated approach to learning appears to be a serviceable model for real-world technology transfer education outcomes.