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Work-integrated practices in a technology education setting

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dc.contributor.author Sebolao, Rosaline
dc.contributor.author Ntshoe, Isaac
dc.date.accessioned 2018-09-04T08:14:39Z
dc.date.available 2018-09-04T08:14:39Z
dc.date.issued 2017
dc.identifier.issn 1433-0237
dc.identifier.issn 1815-5626
dc.identifier.uri http://hdl.handle.net/11462/1661
dc.description Published Article en_US
dc.description.abstract This study sought to explore emerging university-industry partnerships in technology transfer education, the process for the engagement, and benefits to the learning and teaching experience Participants were a convenience sample of ten lecturers at a technology university (females = 80%; management sciences = 70%) Data on the scope and nature of industry partnership practices and experiences were collected using semi-structured interview Thematic data analysis revealed the lecturers to perceive benefits to learning and teaching from the university-industry engagement, including the use of field practice examples, customer service-orientated skills, innovation learning and technology transfer, curriculum enhancement and professional learning A work-integrated approach to learning appears to be a serviceable model for real-world technology transfer education outcomes en_US
dc.format.extent 548 104 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Taylor & Francis: Journal of Psychology in Africa en_US
dc.relation.ispartofseries Vol. 27;No. 1
dc.subject academics en_US
dc.subject industry exposure en_US
dc.subject teaching and learning en_US
dc.subject pedagogical practices en_US
dc.title Work-integrated practices in a technology education setting en_US
dc.type Article en_US

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