Adding Value to Open and Distance Learning Programmes …
467
tution and a highly distinctive vocational industry. In this way, a new perspective on
the living labs approach is provided. This WIL partnership encourages and facilitates sustainability learning, WIL and service learning in a unique way. Additional
multi-disciplinary collaborations with Telperion can be considered, through which
exposure of WIL students to world of work opportunities can be expanded. The
potential for EfS is vast, especially in terms of the aspects which are only partly or
not yet fully addressed at this stage, such as community engagement/outreach, expansion beyond individual study programs and building credibility through engagement
and data. Increased management buy-in would be required to support the continued
involvement of Unisa with the WIL excursions which are offered at Telperion and
to facilitate the continued integration of sustainability thinking and WIL within an
ODL context.
Acknowledgements The authors would like to acknowledge the long-standing commitment shown
to the Unisa Diploma in Nature Conservation students by the Oppenheimer Family (owners of the
Telperion Nature Reserve) and the management team of Telperion Nature Reserve. Copyright
permission for all the photos/figures has been provided by G. Wilson, who is also the first author.
References
Abeysekera I (2006) Issues relating to designing a work-integrated learning program in an undergraduate accounting degree program and its implications for the curriculum. Asia Pac J Coop
Educ 7:7–15
Annan-Diab F, Molinari C (2017) Interdisciplinarity: practical approach to advancing education for
sustainability and for the Sustainable Development Goals. Int J Manag Educ 15:73–83
Austin MJ, Rust DZ (2015) Developing an experiential learning program: milestones and challenges.
Int J Teach Learn High Educ 27(1):143–153
Bromilow C (2010) Problem plants and alien weeds of South Africa. Briza Publications, Pretoria
Brundiers K, Wiek A (2011) Educating students in real-world sustainability research: vision and
implementation. Innov High Educ 36(2):107–124
Brundiers K, Wiek A, Redman CL (2010) Real-world learning opportunities in sustainability: from
classroom to the real world. Int J Sustain High Educ 11(4):308–324
Callaghan R, Herselman M (2015) Applying a Living Lab methodology to support innovation in
education at a university in South Africa. TD J Transdiscipl Res South Afr 11(1):21–38
CHE (Council for Higher Education) (2011) Work-integrated learning: good practice guide. Higher
Education Monitor No 12. Council for Higher Education, Pretoria
Cohen T, Lovell B (2011) The campus as a living laboratory: Using the built environment to
revitalize college education: a guide for community colleges. Center for Sustainability Education
and Economic Development. American Association of Community Colleges, Washington, DC
Cooper L (2017) Turning a university into a living lab? Environ Sci 26(4):60–63
Coral JS (2009) Engineering education for a sustainable future. Ph.D. thesis, Universtat Politechnica
de Catalunya, Barcelona
Cranton P (2016) Understanding and promoting transformative learning. Stylus Publishing, Sterling
Evans J, Jones R, Karvonen A, Millard L, Wendler J (2015) Living labs and co-production: university
campuses as platforms for sustainability science. Curr Opin Environ Sustain 16:1–6
Global University Leaders Forum (2010) Implementation Guidelines to the ISCNGULF Sustainable Campus Charter—Suggested reporting contents and format. Retrieved
467
tution and a highly distinctive vocational industry. In this way, a new perspective on
the living labs approach is provided. This WIL partnership encourages and facilitates sustainability learning, WIL and service learning in a unique way. Additional
multi-disciplinary collaborations with Telperion can be considered, through which
exposure of WIL students to world of work opportunities can be expanded. The
potential for EfS is vast, especially in terms of the aspects which are only partly or
not yet fully addressed at this stage, such as community engagement/outreach, expansion beyond individual study programs and building credibility through engagement
and data. Increased management buy-in would be required to support the continued
involvement of Unisa with the WIL excursions which are offered at Telperion and
to facilitate the continued integration of sustainability thinking and WIL within an
ODL context.
Acknowledgements The authors would like to acknowledge the long-standing commitment shown
to the Unisa Diploma in Nature Conservation students by the Oppenheimer Family (owners of the
Telperion Nature Reserve) and the management team of Telperion Nature Reserve. Copyright
permission for all the photos/figures has been provided by G. Wilson, who is also the first author.
References
Abeysekera I (2006) Issues relating to designing a work-integrated learning program in an undergraduate accounting degree program and its implications for the curriculum. Asia Pac J Coop
Educ 7:7–15
Annan-Diab F, Molinari C (2017) Interdisciplinarity: practical approach to advancing education for
sustainability and for the Sustainable Development Goals. Int J Manag Educ 15:73–83
Austin MJ, Rust DZ (2015) Developing an experiential learning program: milestones and challenges.
Int J Teach Learn High Educ 27(1):143–153
Bromilow C (2010) Problem plants and alien weeds of South Africa. Briza Publications, Pretoria
Brundiers K, Wiek A (2011) Educating students in real-world sustainability research: vision and
implementation. Innov High Educ 36(2):107–124
Brundiers K, Wiek A, Redman CL (2010) Real-world learning opportunities in sustainability: from
classroom to the real world. Int J Sustain High Educ 11(4):308–324
Callaghan R, Herselman M (2015) Applying a Living Lab methodology to support innovation in
education at a university in South Africa. TD J Transdiscipl Res South Afr 11(1):21–38
CHE (Council for Higher Education) (2011) Work-integrated learning: good practice guide. Higher
Education Monitor No 12. Council for Higher Education, Pretoria
Cohen T, Lovell B (2011) The campus as a living laboratory: Using the built environment to
revitalize college education: a guide for community colleges. Center for Sustainability Education
and Economic Development. American Association of Community Colleges, Washington, DC
Cooper L (2017) Turning a university into a living lab? Environ Sci 26(4):60–63
Coral JS (2009) Engineering education for a sustainable future. Ph.D. thesis, Universtat Politechnica
de Catalunya, Barcelona
Cranton P (2016) Understanding and promoting transformative learning. Stylus Publishing, Sterling
Evans J, Jones R, Karvonen A, Millard L, Wendler J (2015) Living labs and co-production: university
campuses as platforms for sustainability science. Curr Opin Environ Sustain 16:1–6
Global University Leaders Forum (2010) Implementation Guidelines to the ISCNGULF Sustainable Campus Charter—Suggested reporting contents and format. Retrieved