454
G. Wilson and R. W. Pretorius
3 Case Study: The Unisa-Telperion WIL Programme
as a Living Lab for Sustainability
3.1 Nature Conservation Studies Through Open
and Distance Learning at Unisa
A basic career in nature conservation entails management of conservation areas,
their associated natural ecosystems, habitats and communities in order to ensure the
maintenance of biodiversity for the well-being of current and future generations.
The challenge faced by Unisa as an ODL institution, is how to offer an academic
qualification that prepares graduates for the conservation industry, in which work is
very practically orientated, often of a physical nature and conducted out in the field,
away from the ‘office’. Unisa therefore follows a blended approach for its Diploma
in Nature Conservation, consisting of a combination of course work through ODL,
practical contact sessions and WIL modules (Pretorius et al. 2016). Through this
blended approach, Unisa can ensure that the inculcation of core and/or foundational
knowledge and understanding thereof, occurs through work-based applications. In
this way curriculum, capabilities and careers are connected in a unique way, as
advocated by Thomas and Depasquale (2016).
3.2 The Structure of the WIL Component
In order to make provision for the skills and experience required by the conservation
industry, the Unisa Diploma in Nature Conservation includes six, twelve-credit WIL
modules—referred to as nature conservation application modules (NCA). Together,
these modules account for almost 25% of this 360-credit qualification (Pretorius
et al. 2016). Each of the six NCA modules require students to gain suitable experience across seven broad conservation focused themes, namely: animal studies, plant
studies, technical studies, communication studies, legal studies, water studies and
general or administration studies. Within each of these themes, a list of compulsory
as well as elective topics for the compilation of reports are prescribed, which need to
be completed and submitted for grading by each student, to assess the engagement of
students with the theory and the practical application thereof in a work place context.
Although the WIL component comprises five reports to be completed and submitted for each of the six NCA modules (i.e., 30 reports), significant flexibility is
allowed. The requirement is that 10 of these reports have to focus on core/compulsory
competencies, while the other 20 can be on elective competencies—selected across
the seven conservation-focused themes and based on each student’s geographical and
contextual situation (Fig. 1). Thus, the curriculum is open enough to allow students
to build their WIL experiences based on local contexts, while retaining sufficient
structure in their qualification for it to remain relevant for potential employers. In
G. Wilson and R. W. Pretorius
3 Case Study: The Unisa-Telperion WIL Programme
as a Living Lab for Sustainability
3.1 Nature Conservation Studies Through Open
and Distance Learning at Unisa
A basic career in nature conservation entails management of conservation areas,
their associated natural ecosystems, habitats and communities in order to ensure the
maintenance of biodiversity for the well-being of current and future generations.
The challenge faced by Unisa as an ODL institution, is how to offer an academic
qualification that prepares graduates for the conservation industry, in which work is
very practically orientated, often of a physical nature and conducted out in the field,
away from the ‘office’. Unisa therefore follows a blended approach for its Diploma
in Nature Conservation, consisting of a combination of course work through ODL,
practical contact sessions and WIL modules (Pretorius et al. 2016). Through this
blended approach, Unisa can ensure that the inculcation of core and/or foundational
knowledge and understanding thereof, occurs through work-based applications. In
this way curriculum, capabilities and careers are connected in a unique way, as
advocated by Thomas and Depasquale (2016).
3.2 The Structure of the WIL Component
In order to make provision for the skills and experience required by the conservation
industry, the Unisa Diploma in Nature Conservation includes six, twelve-credit WIL
modules—referred to as nature conservation application modules (NCA). Together,
these modules account for almost 25% of this 360-credit qualification (Pretorius
et al. 2016). Each of the six NCA modules require students to gain suitable experience across seven broad conservation focused themes, namely: animal studies, plant
studies, technical studies, communication studies, legal studies, water studies and
general or administration studies. Within each of these themes, a list of compulsory
as well as elective topics for the compilation of reports are prescribed, which need to
be completed and submitted for grading by each student, to assess the engagement of
students with the theory and the practical application thereof in a work place context.
Although the WIL component comprises five reports to be completed and submitted for each of the six NCA modules (i.e., 30 reports), significant flexibility is
allowed. The requirement is that 10 of these reports have to focus on core/compulsory
competencies, while the other 20 can be on elective competencies—selected across
the seven conservation-focused themes and based on each student’s geographical and
contextual situation (Fig. 1). Thus, the curriculum is open enough to allow students
to build their WIL experiences based on local contexts, while retaining sufficient
structure in their qualification for it to remain relevant for potential employers. In