Understanding Work Integrated Learning in ICT: A Systems Perspective
Information 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.
[1] P. Merkoffer, and A. Murphy, "The e-skills landscape in South Africa:
the issues of demand and supply and the use of international benchmarks
to inform the South African e-skills development context. ," Zeitschrift
fur Politikberatung,, 2, 2010].
[2] M. Kolding, M. Ahorlu, and C. Robinson. "Post crisis: e-skills are
needed to drive Europe's innovation society," 28 January, 2012;
http://www.microsoft.eu/linkclick.aspx?fileticket=bQQeH2nAaF8%3D
&tabid=60.
[3] M. C. Jackson, Systems methodology for the management sciences, New
York, 1991.
[4] J. Dimenäs, "Beyond dichotomization: A different way of understanding
work integrated learning," Journal of Cooperative Education &
Internships, (44),
http://www.ceiainc.org/journal.asp?PageID=230&Document_ID=4209,
[28 November 2011, 2010].
[5] Council on Higher Education, "Work-integrated learning: Good practice
guide," HE Monitor, C. o. H. Education, ed., Council of Higher
Education, 2011, p. 81.
[6] D. o. labour. "Scare skills," 11 November 2012, 2012;
https://www.labour.gov.za/downloads/documents/usefuldocuments/
skills-development
act/Scarce%20skills%20pamphlet_pamphlet.pdf.
[7] R. Stair, G. Reynolds, and T. Chesney, Fundamentals of business
information systems, London: Cengage learning, 2008.
[8] P. J. Denning, "The science of computing: What is computer science?,"
American Scientist, vol. 73, no. 1, pp. 16-19, 1985.
[9] R. L. Ackoff, "Towards a system of system concepts," Management
Science, vol. 17, no. 11, pp. 661-671, 1971.
[10] R. L. Ackoff, "A note on systems science," Interfaces, vol. 2, no. 4, pp.
40-41, 1972.
[11] C. W. Churchman, The systems approach, New York: Delta, 1968.
[12] A. Basden, Philosophical frameworks for understanding information
systems, New York: IGI publishing, 2008.
[13] P. D. Gerber, P. S. Nel, and P. S. van Dyk, Mannekrag bestuur, Tweede
uitgawe ed., Halfweghuis: Southern boekuitgewers, 1987.
[14] A. L. Barnard, Motivering en bestuurspraktyk, Potchefstroom: Wesvalia
drukkery, 1993.
[15] J. L. Brewer, and K. C. Dittman, Methods of IT project management,
New Jersey: Pearson, 2010.
[16] A. H. Maslow, "A theory of human motivation," Psycological review,
vol. 50, pp. 370-396, 1943.
[17] A. Basden, "The Dooyeweerd pages," 11 November 2012, 2012.
[18] C. Pop, and Barkhuizen, "The relationship between skills training and
retention of graduate interns in a South Africa information,
communication and technology company," Literacy information and
computer education journal (LICEJ), no. 1(2), June, 2010.
[19] JIPSA. "Towards a JIPSA ICT skills intervention strategy," 19 March
2012, 2012;
http://www.cs.ru.ac.za/ictskills/DilloLehlokoePresentation.pdf.
[20] T. James, P. Esselaar, and J. Miller, "Toward a better understanding of
the ICT sector in South Africa: problems and opportunities for
strengthening the exising knowledge base," in 2001 annual forum of the
trade and industry policy strategies (TIPS), Muldersdrift, South Africa,
2001.
[21] L. D. Bentley, and J. L. Whitten, Systems analysis & design for the
global enterprise, New York: McGraw-Hill Hill, 2007.
[1] P. Merkoffer, and A. Murphy, "The e-skills landscape in South Africa:
the issues of demand and supply and the use of international benchmarks
to inform the South African e-skills development context. ," Zeitschrift
fur Politikberatung,, 2, 2010].
[2] M. Kolding, M. Ahorlu, and C. Robinson. "Post crisis: e-skills are
needed to drive Europe's innovation society," 28 January, 2012;
http://www.microsoft.eu/linkclick.aspx?fileticket=bQQeH2nAaF8%3D
&tabid=60.
[3] M. C. Jackson, Systems methodology for the management sciences, New
York, 1991.
[4] J. Dimenäs, "Beyond dichotomization: A different way of understanding
work integrated learning," Journal of Cooperative Education &
Internships, (44),
http://www.ceiainc.org/journal.asp?PageID=230&Document_ID=4209,
[28 November 2011, 2010].
[5] Council on Higher Education, "Work-integrated learning: Good practice
guide," HE Monitor, C. o. H. Education, ed., Council of Higher
Education, 2011, p. 81.
[6] D. o. labour. "Scare skills," 11 November 2012, 2012;
https://www.labour.gov.za/downloads/documents/usefuldocuments/
skills-development
act/Scarce%20skills%20pamphlet_pamphlet.pdf.
[7] R. Stair, G. Reynolds, and T. Chesney, Fundamentals of business
information systems, London: Cengage learning, 2008.
[8] P. J. Denning, "The science of computing: What is computer science?,"
American Scientist, vol. 73, no. 1, pp. 16-19, 1985.
[9] R. L. Ackoff, "Towards a system of system concepts," Management
Science, vol. 17, no. 11, pp. 661-671, 1971.
[10] R. L. Ackoff, "A note on systems science," Interfaces, vol. 2, no. 4, pp.
40-41, 1972.
[11] C. W. Churchman, The systems approach, New York: Delta, 1968.
[12] A. Basden, Philosophical frameworks for understanding information
systems, New York: IGI publishing, 2008.
[13] P. D. Gerber, P. S. Nel, and P. S. van Dyk, Mannekrag bestuur, Tweede
uitgawe ed., Halfweghuis: Southern boekuitgewers, 1987.
[14] A. L. Barnard, Motivering en bestuurspraktyk, Potchefstroom: Wesvalia
drukkery, 1993.
[15] J. L. Brewer, and K. C. Dittman, Methods of IT project management,
New Jersey: Pearson, 2010.
[16] A. H. Maslow, "A theory of human motivation," Psycological review,
vol. 50, pp. 370-396, 1943.
[17] A. Basden, "The Dooyeweerd pages," 11 November 2012, 2012.
[18] C. Pop, and Barkhuizen, "The relationship between skills training and
retention of graduate interns in a South Africa information,
communication and technology company," Literacy information and
computer education journal (LICEJ), no. 1(2), June, 2010.
[19] JIPSA. "Towards a JIPSA ICT skills intervention strategy," 19 March
2012, 2012;
http://www.cs.ru.ac.za/ictskills/DilloLehlokoePresentation.pdf.
[20] T. James, P. Esselaar, and J. Miller, "Toward a better understanding of
the ICT sector in South Africa: problems and opportunities for
strengthening the exising knowledge base," in 2001 annual forum of the
trade and industry policy strategies (TIPS), Muldersdrift, South Africa,
2001.
[21] L. D. Bentley, and J. L. Whitten, Systems analysis & design for the
global enterprise, New York: McGraw-Hill Hill, 2007.
@article{"International Journal of Business, Human and Social Sciences:50987", author = "Anneke Harmse and Roelien Goede", title = "Understanding Work Integrated Learning in ICT: A Systems Perspective", abstract = "Information 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.", keywords = "Dooyeweerd, Maslow, Work Integrated Learning.", volume = "7", number = "4", pages = "862-7", }