452
G. Wilson and R. W. Pretorius
and Macklin 2018) is utilised for this purpose. The conclusion highlights the lessons
learnt through presentation of the WIL excursions at Telperion, exposes the potential
of WIL to add value to sustainability learning, shows how WIL links with and can
benefit from its association with the living labs approach and finally yet importantly,
provides some ideas on future work.
2 WIL in the Context of Living Labs for Sustainability
2.1 Linkages Between WIL and the Living Labs Approach
Implementation of living labs at universities is generally regarded as a value adding
innovation (Waheed 2017), since it provides opportunities for students to be equipped
to understand and to deal with complex issues, to develop skills required by the
world of work and to make a stand on moral and ethical dilemmas (Patton 2017).
Regarding the teaching and learning mission of universities, living labs provide a
framework for students to engage with real-world learning opportunities (Cohen
and Lovell 2011), thus providing a link to experiential learning, which includes
WIL and service learning (Austin and Rust 2015). In developed world contexts,
students typically regard experiential learning as superior (Maranville 2001) as it
generates passion and motivates them for probable job opportunities. In poorer, less
developed countries, this is not necessarily the case, since jobs are scarce and having
an appropriate qualification does not guarantee a job. Of general appeal, however,
is that experiential learning provides context, which assists students to understand
what they learn, supplies anchor points to recall what was learnt and illustrates
how to transfer learning to potential work situations. This corresponds with adult
learning theory, which emphasises that learning is more effective when a context for
what is learnt, is supplied (Lustbader 1998). However, integration of such learning
opportunities into the curriculum is important, and must not merely function as addons. Thus, the facilitation of this process can be more meaningful within the living
labs framework, than would otherwise be the case.
2.2 Living Labs, WIL and Sustainability Learning
Beneficial from the point of view of sustainability learning is the exposure that
WIL, within a living labs framework, provides to students concerning the interand multidisciplinary nature of real-world issues and the need to break down silo
thinking to deal with these issues effectively (Cohen and Lovell 2011; Annan-Diab
and Molinari 2017). In this regard, research findings indicate that students usually
appear to be enthusiastic about and would like to have more engagement with realworld contexts through experiential learning, as for instance provided through WIL
G. Wilson and R. W. Pretorius
and Macklin 2018) is utilised for this purpose. The conclusion highlights the lessons
learnt through presentation of the WIL excursions at Telperion, exposes the potential
of WIL to add value to sustainability learning, shows how WIL links with and can
benefit from its association with the living labs approach and finally yet importantly,
provides some ideas on future work.
2 WIL in the Context of Living Labs for Sustainability
2.1 Linkages Between WIL and the Living Labs Approach
Implementation of living labs at universities is generally regarded as a value adding
innovation (Waheed 2017), since it provides opportunities for students to be equipped
to understand and to deal with complex issues, to develop skills required by the
world of work and to make a stand on moral and ethical dilemmas (Patton 2017).
Regarding the teaching and learning mission of universities, living labs provide a
framework for students to engage with real-world learning opportunities (Cohen
and Lovell 2011), thus providing a link to experiential learning, which includes
WIL and service learning (Austin and Rust 2015). In developed world contexts,
students typically regard experiential learning as superior (Maranville 2001) as it
generates passion and motivates them for probable job opportunities. In poorer, less
developed countries, this is not necessarily the case, since jobs are scarce and having
an appropriate qualification does not guarantee a job. Of general appeal, however,
is that experiential learning provides context, which assists students to understand
what they learn, supplies anchor points to recall what was learnt and illustrates
how to transfer learning to potential work situations. This corresponds with adult
learning theory, which emphasises that learning is more effective when a context for
what is learnt, is supplied (Lustbader 1998). However, integration of such learning
opportunities into the curriculum is important, and must not merely function as addons. Thus, the facilitation of this process can be more meaningful within the living
labs framework, than would otherwise be the case.
2.2 Living Labs, WIL and Sustainability Learning
Beneficial from the point of view of sustainability learning is the exposure that
WIL, within a living labs framework, provides to students concerning the interand multidisciplinary nature of real-world issues and the need to break down silo
thinking to deal with these issues effectively (Cohen and Lovell 2011; Annan-Diab
and Molinari 2017). In this regard, research findings indicate that students usually
appear to be enthusiastic about and would like to have more engagement with realworld contexts through experiential learning, as for instance provided through WIL