Adding Value to Open and Distance Learning Programmes …
463
within a student-centred environment, removed from the concern and focus of a fully
commercial conservation enterprise. However small these learning experiences are,
they are all valuable lessons needed to be learnt, as each student works towards his
or her graduation.
4 The Role of WIL at Telperion Nature Reserve as a Living
Lab to Facilitate Sustainability Learning
As re-iterated by Schonell and Macklin (2018), no standardised criteria exist to conduct assessments of WIL. Similarly Wall et al. (2017) refer to the lack of scholarship
about WIL in EfS. As a consequence, assessment criteria in this regard do not exist,
let alone for combinations of WIL, living labs and sustainability learning. Based
on evaluative tools developed to gauge the effectiveness and quality of a variety of
WIL strategies, Schonell and Macklin (2018) propose criteria for good practice in
WIL. This section utilises these criteria as framework to reflect on the role of WIL
at Telperion Nature Reserve as catalyst for sustainability learning. This reflection
relies on perceptions of the lecturers of their own as well as of student’s experiences.
To summarise, the progress achieved so far is considered within the context of eight
elements for adoption of a living labs approach for campuses as identified by Cohen
and Lovell (2011).
• Institutional embeddedness: Good practice requires WIL to be embedded across
various curricula, backed by management and integrated with community engagement. The WIL component of the Diploma in Nature Conservation is offered in the
framework of the WIL policy of Unisa, with numerous implementations across
the university. Management backing is evident through the persistence to offer
WIL at Unisa, despite the lack of governmental funding in this regard (related to
the expectation that WIL is facilitated through placements in industry). Regarding
embeddedness of WIL in community engagement at Unisa, more opportunities
can still be explored, also for the Diploma in Nature Conservation.
• Relationships: WIL has to be beneficial for all stakeholders, guided by ethical
and legal responsibilities and supported administratively by the university. This is
addressed through the Unisa-Telperion partnership, which assists nature conservation students to complete their WIL requirements. Within four years of initiation,
this partnership was indeed in the position to develop and provide the nature conservation sector required skills (Wilson and Wilson 2011). Since implementation
in 2011, the graduation rate of students for the Diploma in Nature Conservation has
improved consistently (Wilson and Wilson 2015). This correlates with the facilitation of WIL excursions by Unisa and academics assuming the student mentorship
role. Mutual benefit manifests since the students obtain workplace-based insights,
while Telperion gains the fruits of the student’s time and efforts on the reserve.
• Student preparation: Before engaging with WIL, students need exposure to the
required theoretical knowledge and skills to perform in the WIL environment.
463
within a student-centred environment, removed from the concern and focus of a fully
commercial conservation enterprise. However small these learning experiences are,
they are all valuable lessons needed to be learnt, as each student works towards his
or her graduation.
4 The Role of WIL at Telperion Nature Reserve as a Living
Lab to Facilitate Sustainability Learning
As re-iterated by Schonell and Macklin (2018), no standardised criteria exist to conduct assessments of WIL. Similarly Wall et al. (2017) refer to the lack of scholarship
about WIL in EfS. As a consequence, assessment criteria in this regard do not exist,
let alone for combinations of WIL, living labs and sustainability learning. Based
on evaluative tools developed to gauge the effectiveness and quality of a variety of
WIL strategies, Schonell and Macklin (2018) propose criteria for good practice in
WIL. This section utilises these criteria as framework to reflect on the role of WIL
at Telperion Nature Reserve as catalyst for sustainability learning. This reflection
relies on perceptions of the lecturers of their own as well as of student’s experiences.
To summarise, the progress achieved so far is considered within the context of eight
elements for adoption of a living labs approach for campuses as identified by Cohen
and Lovell (2011).
• Institutional embeddedness: Good practice requires WIL to be embedded across
various curricula, backed by management and integrated with community engagement. The WIL component of the Diploma in Nature Conservation is offered in the
framework of the WIL policy of Unisa, with numerous implementations across
the university. Management backing is evident through the persistence to offer
WIL at Unisa, despite the lack of governmental funding in this regard (related to
the expectation that WIL is facilitated through placements in industry). Regarding
embeddedness of WIL in community engagement at Unisa, more opportunities
can still be explored, also for the Diploma in Nature Conservation.
• Relationships: WIL has to be beneficial for all stakeholders, guided by ethical
and legal responsibilities and supported administratively by the university. This is
addressed through the Unisa-Telperion partnership, which assists nature conservation students to complete their WIL requirements. Within four years of initiation,
this partnership was indeed in the position to develop and provide the nature conservation sector required skills (Wilson and Wilson 2011). Since implementation
in 2011, the graduation rate of students for the Diploma in Nature Conservation has
improved consistently (Wilson and Wilson 2015). This correlates with the facilitation of WIL excursions by Unisa and academics assuming the student mentorship
role. Mutual benefit manifests since the students obtain workplace-based insights,
while Telperion gains the fruits of the student’s time and efforts on the reserve.
• Student preparation: Before engaging with WIL, students need exposure to the
required theoretical knowledge and skills to perform in the WIL environment.