An evaluation of assessment practices of Work Integrated Learning (WIL) in programmes offering Office Management and Technology OMT) : a case study of three South African Universities

Abstract

Work Integrated Learning (WIL) focuses on the integration of theoretical and practical learning at the workplace. Its goal is the development of professional proficiency and the ability of students to achieve competency at the workplace. Assessment has been a critical issue in WIL and, despite assessment being central to the integrity of a university, endorsing quality assessment practices has been difficult. The purpose of the study was to evaluate WIL assessment practices at three South African universities offering a Diploma in Office Management and Technology. The study adopted both a quantitative and qualitative approach. The sample comprised of 358 respondents from the universities under study who were engaged in WIL, twenty-five industry mentors/supervisors and three WIL Coordinators. The findings of the study revealed that WIL is assessed by more than one academic staff member, which ensures consistency and subsequently, quality. Additional, findings revealed that industry mentors are also involved in the assessment process, which presents a problem because mentors are not trained as assessors and sometimes are unable to relate WIL outcomes to assessment criteria. It was recommended that assessment training for mentors is crucial as this will capacitate them and assist in better understanding the importance of assessing students during placement. A further study can be undertaken to explore the relationship of industry supervisors/mentors with students.