The implications of workplace-based learning in attaining speciality skills for ecotourism employment : the medial viewpoint of universities of technology in South Africa

Abstract

This study sought to identify the discipline-specific skills in ecotourism using workplace-based learning (WPBL), evaluating its efficacy in the attainment of these skills. Ecotourism has been hailed as a key driver of economic growth, both globally and in South Africa. For this reason, a focus on ecotourism is essential to maximising its potential contribution to the country’s economy. Nonetheless, there still exists a gap in the literature that specifically focuses on ecotourism discipline-specific skills, knowledge, education, and training in South African public higher education institutions (HEIs). This study is intended to fill this gap and further propose possible approaches to WPBL that can assist undergraduate ecotourism students in acquiring specific skills for ecotourism. The investigation has addressed the foundational research inquiries pertaining to discipline-specific skills crucial for ecotourism, the contributing elements to skills gaps within the field, and the potential of WPBL in mitigating these gaps. It has further scrutinised how WPBL could be tailored to address identified skills deficiencies in ecotourism, as well as contemplated the potential ramifications of curriculum enhancement for WPBL. Furthermore, the diverse understandings of WPBL among students, academic faculty, and ecotourism organisations were examined, as were the discrepancies in viewpoints among these stakeholders. Employing an interpretive paradigm, the research methodology encompassed a single case study of the Durban University of Technology, with qualitative data analysis facilitated through NVivo software. The research participants included industry supervisors, ecotourism students, and academic staff affiliated with the Durban University of Technology. Data collection was carried out through both face-to-face and virtual interviews, employing purposive sampling method. Stringent ethical guidelines were adhered to, ensuring data confidentiality and preserving participant anonymity. The research findings revealed that WPBL is effective in enhancing communication, problem-solving, customer relations, leadership, and self-control skills in ecotourism students. Nevertheless, the WPBL programme has certain limitations, as it does not provide adequate emphasis on other important discipline-specific skills in other crucial aspects of ecotourism, including conservation, eco-friendly practices, green energy, environmental consciousness, nature guiding and safety proficiency, and knowledge of the natural environment. To address the limitations emerging from the findings, this study recommends the inclusion of more diverse and engaging activities in the WPBL programme, namely a strong focus on entrepreneurship; student involvement in community-based initiatives aligned with the core pillars of ecotourism; and, more significantly, the Sustainable Development Goals (SDGs). Further recommendations from this research stemming from the key findings include the reevaluation of the WPBL programme to a duration that will allow adequate time for students to develop an array of discipline-specific skills. Higher education institutions (HEIs) should develop forward-thinking and innovative approaches to offset the adverse effects of catastrophic events such as the COVID-19 outbreak on WPBL learning outcomes by investing in alternative digital and remote learning tools and methods such as virtual internships and hybrid WPBL models that merge physical and online learning. In addition, knowledge generation and research output through academic-industry collaborations can assist in bridging the knowledge gap in ecotourism, which can ultimately contribute to the growth of the sector. The contributions of this study encapsulate the multifaceted nature of research in its quest to advance knowledge within various domains. Researchers often prioritise enriching the body of knowledge within their respective fields, as it holds immense significance, both professionally and personally. This study makes significant theoretical strides by incorporating the General Systems Theory to provide a comprehensive framework for understanding workplace-based learning (WPBL) in the context of ecotourism. The Theory of Change is utilised as a guiding framework to pinpoint discipline-specific skills crucial in the ecotourism industry. Furthermore, the study explores how the evaluation of WPBL programmes impacts the acquisition of discipline-specific skills in ecotourism. These theoretical contributions form the intellectual foundation on which this study builds its innovative insights and advancements. The integration of General Systems Theory provides a framework for analysing complex systems and their interactions, which is particularly valuable for comprehending the WPBL programme in ecotourism. This theory allows the identification and analysis of stakeholder interactions within the WPBL programme, including students, academic staff, and industry supervisors. It underscores the importance of feedback and adaptation in complex systems, directly relevant to the WPBL program. Through feedback from industry, academic staff, and students, the study generates recommendations to enhance the WPBL programme, encompassing diverse student placements, integration of Sustainable Development Goals (SDGs), ecotourism pillars, entrepreneurship, and alignment with DUT's strategic direction. The application of the Theory of Change offers a methodological foundation for identifying discipline-specific skills in ecotourism. It provides a systematic plan for achieving the intended outcome of WPBL, enhancing the precision of intervention planning, and underpinning empirical recommendations. This study promotes a systematic and iterative approach, integrating industry-driven research to bridge academic expertise and practical insights. Such an approach enriches the academic discourse and yields practical solutions to address skill gaps, enhancing the effectiveness of WPBL initiatives. This study conducts a comprehensive evaluation of the WPBL programme tailored for ecotourism students. Beyond mere evaluation, it critically examines the programme's strengths and weaknesses, offering empirical data to substantiate the efficacy of WPBL in fostering discipline-specific skills. This evaluation extends its impact to similar programmes within the field and offers a blueprint for refinement, adapting to the evolving demands of the ecotourism industry. Conceptual contributions are vital in research, shaping innovative ideas, frameworks, and theoretical perspectives. This study introduces a conceptual framework aligning research objectives with Sustainable Development Goals (SDGs), bridging the gap between academic knowledge and industry insights. The alignment forms a cohesive approach for a more sustainable and equitable world, benefiting ecotourism and related fields. Methodological innovations in this study are exemplified using qualitative research methods, face-to-face interviews with industry supervisors, online interviews, and focus groups. Qualitative research offers in-depth exploration of WPBL in ecotourism, while face-to-face interviews establish rapport, provide non-verbal cues, and allow for real-time clarification. The interpretivist approach offers a more holistic understanding of WPBL, engaging stakeholders and acknowledging the socially constructed nature of reality. The use of online interviews and focus groups presents a contemporary approach, enhancing convenience, flexibility, and inclusivity. The proposed optimal WPBL approach addresses skills gaps in ecotourism and presents a comprehensive learning experience for students. Its implications extend to curriculum design, academic-industry partnerships, and policy development, contributing to the advancement of ecotourism education and sustainable development.