Abstract:

Curriculum and pedagogy of Work Integrated Learning of most professional and sectoral fields of practice are intended to promote effective linkages between theory and practice. In particular WIL is intended to ensure synergy between theoretical knowledge acquired in institutions of higher learning and knowledge acquired at workplace. This paper explores the extent to which students perspectives are taken into account when designing the WIL module. Issues in the paper include the seeming gap between theory and workplace, secondly development of learning outcomes and comprehensive feedback, and lastly duration of work integrated learning. The results of the study will hopefully inform future implementation practice of WIL. This study, using a non-experimental, exploratory and descriptive method, sought to establish student perception at CUT who attended their work integrated learning in 2014. A captive sample comprising of 20 students will be randomly selected from the tourism & Financial Information systems students. Data will be statistically anaysed using the SPSS.

Keywords:

Workplace knowledge, Pedagogy, academic curriculum.