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Acceptance of co-operative education practice by the academic staff at Technikon Southern Africa.

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dc.contributor.author Groenewald, T.
dc.contributor.author Strümpfer, D.J.W.
dc.contributor.author Lessing, B.C
dc.date.accessioned 2009-07-20T08:53:31Z
dc.date.available 2009-07-20T08:53:31Z
dc.date.issued 2000
dc.identifier.citation 27(3), 1-6. en
dc.identifier.uri http://hdl.handle.net/10210/2703
dc.description.abstract Technikons advocate the practice of co-operative education, which is an educational strategy that integrates learning through productive work with the theoretical curriculum. However, only 35% of theTechnikon SA programmes have a compulsory experiential learning component. Grounded theory research was undertaken to determine some of the basic assumptions of Technikon SA’s academic staff in this regard. Rather than starting out with a specific research problem, grounded theory explores an area of interest and allows what is relevant to emerge. Semi-structured interviews with four open-ended questions, were conducted with a stratified-random sample of 25 teaching staff at Technikon SA. It was found that, although there is some willing compliance and belief in co-operative education, it is not indicative of the organisational culture of Technikon SA. en
dc.language.iso en en
dc.publisher Journal of Industrial Psychology en
dc.rights Complies with the rights as specified by the publisher: http://www.sajip.co.za/ & Copyright University of Johannesburg en
dc.subject Co-operative education en
dc.subject Educational strategy en
dc.subject Organisational culture en
dc.subject Technikon Southern Africa en
dc.title Acceptance of co-operative education practice by the academic staff at Technikon Southern Africa. en
dc.type Article en

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