Critical perspectives on work-integrated learning in higher education institutions / (Record no. 67150)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01741nam a22001817a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 210817b2018 ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781527506770 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 378.013 DOR-N |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Dorasamy, Nirmala |
| 245 ## - TITLE STATEMENT | |
| Title | Critical perspectives on work-integrated learning in higher education institutions / |
| Statement of responsibility, etc. | edited by Nirmala Dorasamy and Renitha Rampersad |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc. | UK |
| Name of publisher, distributor, etc. | Cambridge Scholars |
| Date of publication, distribution, etc. | 2018 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 239 p. |
| 365 ## - TRADE PRICE | |
| Price type code | GBP |
| Price amount | 61.99 |
| 500 ## - GENERAL NOTE | |
| General note | Governments around the world are committed to enhancing students’ “graduateness”. Work-integrated learning (WIL) is one of the many programmes which Higher Education Institutions (HEIs) can develop to promote this facet of student life. The incorporation of work-integrated learning in curriculum design and development can produce reciprocal benefits for students, workplaces, professions and communities. Any curriculum design and development endeavour relating to WIL requires appropriate resources to support curriculum development.This book serves to explore WIL programmes and experiences for the student, WIL coordinator and supervisor. It further integrates practical, relevant and reflective industry experience within the higher education curriculum to enhance student development. WIL has no uniformly or specific framework or approaches since it is an emerging field and is generally influenced by contextual factors. In view of the diversity in theory and practice and different purposes, whether pragmatic or practical, driving the adoption of one approach over another, this book highlight sthe diverse approaches that encapsulate WIL in South Africa. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education, Higher |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education, Cooperative |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Practicums |
| 952 ## - LOCATION AND ITEM INFORMATION (KOHA) | |
| Withdrawn status | |
| Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Total Renewals | Full call number | Barcode | Checked out | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | 370 | BITS Pilani Hyderabad | BITS Pilani Hyderabad | General Stack (For lending) | 17/08/2021 | 1 | 6 | 378.013 DOR-N | 42975 | 14/08/2025 | 17/08/2021 | 17/08/2021 | 17/08/2021 | Books |