Stakeholders’ Roles in the Assessment of Work-Integrated Learning: Insights From South African Universities of Technology
DOI:
https://doi.org/10.51137/wrp.ijarbm.724Keywords:
Stakeholders, Assessment, Work-Integrated Learning, Universities of Technology, South AfricaAbstract
The scope of Work-Integrated Learning (WIL) has grown worldwide, becoming a recognised teaching approach that improves graduate employability, develops students’ personal skills, and provides an individualised learning experience. However, WIL assessment continues to pose serious challenges with regard to strategies and practices, as institutions of higher learning struggle to align academic criteria with industry practices, while also ensuring fairness, consistency, and reliability in their assessments of students' work performance. The purpose of this paper is to examine the role of mentors in the assessment of Work-Integrated Learning (WIL) at selected universities of technology in South Africa. Adopting an interpretive paradigm, this qualitative inquiry interviewed 25 mentors/supervisors from industry. The study found that mentors primarily view their role in WIL assessment as evaluators rather than assessors, since they perceive assessment as the university’s responsibility. It was also noted that WIL assessment practices vary across different industries, despite policies requiring both formative and summative assessments. The study therefore recommends the development of a WIL stakeholder assessment framework to clearly define the roles of stakeholders in assessment. In addition, assessment training for mentors is crucial, as it would equip mentors with the necessary skills to assess students placed in their organisations. WIL policies at universities should also explicitly outline how WIL assessment will be conducted.
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