Chapter 16: A Case Study of the Work-Integrated Learning Requirements in the Hos
Chapter 16: A Case Study of the Work-Integrated Learning Requirements in the Hospitality Curriculum at a University of Technology in South Africa
Beverley Seager
Beverley Seager, Cape Town Hotel School, Cape Peninsula University of Technology
Abstract
This reflective case study explores the integration of the hospitality Work-integrated Learning (WIL) training programme in the hospitality curriculum at the Cape Town Hotel School (CTHS) in Cape Town, South Africa. The importance of the placement process is discussed as well as the manner in which the curriculum outcomes are embedded in, and assessed during, the WIL placement. The chapter closes with the challenges that the CTHS faces, and the recommendations to improve the WIL placement.
Introduction
For the past 30 years Work-integrated Learning placements (WIL) have formed an integral part of the National Diploma in Hospitality Management qualification offered by the Cape Town Hotel School (CTHS), a department within the Cape Peninsula University of Technology. These placements are offered twice during the three-year diploma programme, at the beginning of the second year, and at the end of the third year of study. As credit-bearing subjects, it is essential that there is an integration of the theoretical aspects of the hospitality qualification into WIL placements, and that these placements are assessed adequately to meet the outcomes of the qualification.
Background
WIL placements are an important component of higher education qualifications, especially at universities of technology (Mcallister & Nagarajan, 2015:279; Hay, 2020:51; Scholz, 2020:25). According to McAllister and Nagarajan (2015:279), it is important that the experience gained through WIL is properly integrated into the curriculum to ensure that the student meets the required outcomes. This point is substantiated by McNamara and Ruinard (2016:23), who insist that the curriculum of a WIL programme should contain specific criteria, the performance against which must be assessed by suitable methods to ensure that the required outcomes are achieved (Ferns & Zegwaard, 2014:184). Hodges et al. (2014:190) expand on this understanding of assessment by describing it as a way of preparing the student for life, as learning is a lifelong phenomenon. Winberg et al. (2011:41) stipulate that the assessment of WIL must be carried out in accordance with the same principles as any standard assessment practices. The assessment processes in WIL should be “appropriate, fair, transparent, formative as well as summative, valid, authentic, and consistent” (Winberg et al., 2011:41). The CTHS places considerable emphasis on the WIL placements of the hospitality curriculum, ensuring adequate integration and assessments of these placements.
Main Case
Placement of students
On average, 100 students are placed within the hospitality industry for their WIL placements every six-months. As a credit-bearing subject that is assessed, it is important that the placemen