Adding Value to Open and Distance
Learning Programmes in Nature
Conservation Through Sustainability
Related Work-Integrated Learning
Graeme Wilson and Rudi W. Pretorius
Abstract In response to worldwide criticism that universities do not produce graduates that are work ready, the incorporation of real-world learning experiences in curricula are gradually increasing. Work-integrated learning (WIL) presents one such
option and provides opportunity to enhance both education ‘about’ and ‘for’ sustainability through the professional and social engagement between students, lecturers and industry. Taking a living lab perspective, this paper reflects on the progress,
achievements and challenges experienced during a ten year partnership (2007–2017)
between the University of South Africa (Unisa) and the Telperion Nature Reserve
to offer quality WIL opportunities to undergraduate nature conservation students.
Instead of formal placement at potential WIL providers, ten week-long, work-place
based experiential excursions are facilitated by Unisa at Telperion per year. During these excursions students engage with tasks/projects related to sustainability,
including amongst others, soil erosion control, alien plant control, veld condition
assessment and water catchment management. This engagement provides opportunity for student-lecturer interaction in a stimulating milieu during which innovative
teaching and learning can be fine-tuned and researched in living lab conditions. In
addition to fact-based evidence on participation and success rates, this chapter utilises
a qualitative methodology to reflect on lecturer and student experience, the value of
a living lab as a learning environment and the realisation of sustainability learning
through the Unisa-Telperion WIL programme.
Keywords Work-integrated learning · Open and distance learning · Education for
sustainability · Living labs · Nature conservation
G. Wilson
Department of Environmental Sciences, University of South Africa,
Private Bag X6, Florida 1710, South Africa
R. W. Pretorius (B)
Department of Geography, University of South Africa, Private Bag X6,
Florida 1710, South Africa
e-mail: pretorw@unisa.ac.za
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities as Living Labs for Sustainable Development,
World Sustainability Series, https://doi.org/10.1007/978-3-030-15604-6_28
449
Learning Programmes in Nature
Conservation Through Sustainability
Related Work-Integrated Learning
Graeme Wilson and Rudi W. Pretorius
Abstract In response to worldwide criticism that universities do not produce graduates that are work ready, the incorporation of real-world learning experiences in curricula are gradually increasing. Work-integrated learning (WIL) presents one such
option and provides opportunity to enhance both education ‘about’ and ‘for’ sustainability through the professional and social engagement between students, lecturers and industry. Taking a living lab perspective, this paper reflects on the progress,
achievements and challenges experienced during a ten year partnership (2007–2017)
between the University of South Africa (Unisa) and the Telperion Nature Reserve
to offer quality WIL opportunities to undergraduate nature conservation students.
Instead of formal placement at potential WIL providers, ten week-long, work-place
based experiential excursions are facilitated by Unisa at Telperion per year. During these excursions students engage with tasks/projects related to sustainability,
including amongst others, soil erosion control, alien plant control, veld condition
assessment and water catchment management. This engagement provides opportunity for student-lecturer interaction in a stimulating milieu during which innovative
teaching and learning can be fine-tuned and researched in living lab conditions. In
addition to fact-based evidence on participation and success rates, this chapter utilises
a qualitative methodology to reflect on lecturer and student experience, the value of
a living lab as a learning environment and the realisation of sustainability learning
through the Unisa-Telperion WIL programme.
Keywords Work-integrated learning · Open and distance learning · Education for
sustainability · Living labs · Nature conservation
G. Wilson
Department of Environmental Sciences, University of South Africa,
Private Bag X6, Florida 1710, South Africa
R. W. Pretorius (B)
Department of Geography, University of South Africa, Private Bag X6,
Florida 1710, South Africa
e-mail: pretorw@unisa.ac.za
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities as Living Labs for Sustainable Development,
World Sustainability Series, https://doi.org/10.1007/978-3-030-15604-6_28
449