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Nick J. Kok

Cape Technikon

South Africa

ABSTRACT

The Cape Technikon is an institution offer-

ing educational programmes up to the D

Tech degree, a doctorate in technology

based on research. The Technikon is one

of the few higher educational institutions

in South Africa which introduced a struc-

tured model for Total Quality Management

(TQM). The model was introduced in 1990.

The Quality Management Model involves

a process of regular Institutional Self-

evaluation (ISE) in order to set objectives

for promoting, inter alia, student learning,

and the determining of strategies to

achieve these objectives. The ISE com-

prises comprehensive evaluation of all

programmes, including students experien-

tial learning (or work-based learning), as

well as academic support activities. The

questionnaires cover a wide range of as-

pects pertaining to the institution such as

students learning experiences both at the

institution and in a work-based mode, the

courses and curriculum concerned, em-ployment patterns, the faculty, co-opera-

tive education co-ordinators, facilities and

services provided, etc. This paper refers to

the TQM model of the Cape Technikon, with

particular reference to co-operative edu-

cation, and describes outcomes and per-

formance.

Finally, it will show those strategies that

were to promote co-operative education

at the Cape Technikon. These strategies

include the selection of suitable co-op co-

ordinators, a sound administrative supportstructure, a very sound relationship with

commerce and industry and, most impor-

tantly of all, the need to structure the work-

based requirements to accommodate a

variety of employment situations that

would achieve the desired student learn-

ing outcomes. Reference is also made to

the learning outcomes fundamental to the

National Qualifications Framework which

were formulated by the South African

Qualifications Authority during 1997.

1. INTRODUCTION

The Cape Technikon is an institution offer-

ing educational programmes up to the D

Tech degree, a doctorate in technology

based on research. Most of the pro-

grammes offered are characterised by a

system of co-operative education: i.e.,

work-integrated learning.

The Cape Technikon is a public higher

education institution whose mission is to:

Provide and facilitate quality career and

technology education and training in

partnership with relevant stakeholders.

Encourage and develop individual cre-

ativity, skills acquisition and knowledge

production on a lifelong basis.

Empower and develop its communities

on a national and regional basis.

In order to achieve the above objectives,

it is important for the Technikon to be in a

position to improve its educational qual-

ity on a regular basis. A model for quality

control, based on institutional self-evalu-

ation, was developed during 1990. Thesystem was developed to ensure:

Accountability to students, employees,

employers and the community.

Maintenance and improvement of stan-

dards.

Realistic decision-making regarding

funding and planning, based on valid

and reliable information.

The discussion that follows briefly out-

lines the outcomes of the quality manage-

ment model of the Cape Technikon. Fur-

thermore, it focuses on the strategies fol-

lowed to ensure continuous improvement

of the services of the institution to pro-

mote student learning, with particular ref-

erence to work-based learning.

2. QUALITY MANAGEMENT MODEL

The assurance management model sup-

ports the institutional research and plan-

ning activities. The implementation of this

model in both the academic area and cen-

tral departments (support services and

general administration) is vital, especially

during a period of transformation and in a

climate of economic stringency, when state

funding is dwindling and the cost of Higher

Education rising.

Currently the Quality Assurance system

relies on selected panels for investigating

and evaluating all facets of the various

Technikon activity areas: for example, fac-

ulty expertise, teaching methods, assess-

ment methods, student success rates,

placing and monitoring of co-op students,

employment of graduates, service provi-

sion and utilisation of resources. The com-position of panels also provides for repre-

sentation of professional bodies, employer

organisations, students and alumni. All

panel reports are submitted for scrutiny to

the Quality Assurance Committee, which

in turn reports to the Senate.

3. OUTCOMES AND

PERFORMANCE INDICATORS

Institution-wide surveys are annually con-

ducted by means of questionnaires to

obtain the views of students and alumniof the Cape Technikon and all its facilities,

services, etc. These evaluations reflect the

perceptions of:

Freshmen after six weeks of attendance

Graduates on graduation day

Alumni who graduated during the previ-

ous five years

In the case of graduates, the respon-

dents also have to indicate their future

plans (eg., employment/further studies),

their views on their personal developmentat the Technikon, and their opinion regard-

ing the quality of teaching and their expe-

riential learning experience.

The percentage of students who were

dissatisfied with some aspects related to

their experiential training is indicated in

Figure 1 on page 2. Experiential learning

activities of 1998 Mechanical Engineer-

Total Quality Management as the Basis forBetter Co-op Student Learning Outcomes

1

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Dissatisfied Students Only

1434 Participants (95)

Figure 1

2

Experiential Training Evaluation by Qualifying Students 1997

6.1%

16.9%

12.9%

13,2%

5.9%

15.1%

13.2%Average Evaluation

Evaluation byT'kon

Personal De velopment

Le cturer Contact

Placement in Firm

Prep. for Exp. Train.

10.6%

15.2%

16.1%

15.7%

26.8%1997

1996

ing students are also depicted in Figure 2

on page 3.

The Cape Technikon is understandably

proud of its graduate employment rate in

a depressed economy running to unem-

ployment of up to 33 1/3%. The 1997

alumni survey indicated that almost 90%

of the respondents was employed, with

18% of them self-employed.

A very important aspect of the quality

management model of the Cape Technikon

is the comparison of the institution to the

other fourteen technikons in South Africa

regarding the following performance or

quality indicators.

The profile of the freshers

Availability of student accommodation

Examination pass rates

Number of higher qualifications

Qualifications awarded per 1,000 stu-

dents

Qualifications awarded per faculty

Qualifications of faculty

Library spending per student

Research projects completed

Expenditure per faculty

Proportion of students placed for expe-

riential learning

Cost per qualification awarded

Permanent employment of graduates

These quality indicators are used very

effectively to recruit students for the insti-

tution.

Since 1991 a comprehensive set of

these performance indicators, compiled in

geographical format, has been published

as annual Profiles of the Cape Technikon.

4. A NEW TEACHING VISION

Higher education in South Africa is rapidly

being transformed.During the last two

years the Cape Technikon has been review-

ing its policies and strategies to effectively

respond to the transformation process. The

rapid change in the demography of stu-

dent intakes and the rapid increase in the

numbers of students, many of whom are

often ill prepared for higher education, rep-

resent enormous challenges to faculty.

It is evisaged that there will be a three-

fold increase in the numbers of students

seeking access to higher education by

2005 and that the proportion of black stu-

dents will rise by 60%.

The following Teaching Vision was con-

sequently formally adopted by the Cape

Technikon during 1998, after consultation

with all the relevant role players:

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Numbers

Experiential Learning Activities

3

Figure 2: Mechanical Engineering

130

94 94

0

94

47

10

480

150

320

490

0

50

100

150

200

250

300

350

400

450

500

Jo

bsAvailable

WantPlacement

Placed

NotPlaced

Registered

Co-opCompleted

NewWorkstations

Contactw

ithStudents

Comp

aniesVisited

ProjectsMarked

T

elEnquiries

Excellence in all aspects of teaching and

learning. A policy document relating to a

Model of the Teaching (as the facilitation

of learning) and Learning process at the

Cape Technikon was subsequently formu-

lated. A diagrammatic illustration of the

model is indicated in Figure 3 on page 4.

Strategies regarding the important ele-

ments of the model were developed over

a period. These strategies are aimed at en-

suring an environment conducive to stu-

dent learning. Some of the strategies that

are in place are explained below.

5. STRATEGIES TO PROMOTE

EXPERIENTIAL LEARNING

OF STUDENTS

5.1 Selection of Suitable Co-opCo-ordinators

It is essential that co-op coordinators are

not only educators but also good commu-

nicators.

Until June 1994 faculty recruitment was

mainly based on finding suitable appli-

cants with the appropriate academic quali-

fications and industrial experience. Al-

though all applicants were subjected to

interviews, an orientation course and a

weekly support programme for new edu-

cators, it turned out that some of the ap-

pointees apparently did not have the ba-

sic characteristics of an educator.

The following staff selection procedure

was consequently implemented during July

1994 and is now applied throughout the

institution:

The list of applicants is carefully

analysed by the head of department and

a short list compiled according to quali-

fications, industrial and other experience

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4

Research into T&L / Reward System

TECHNICAL/COMMUNITYCOLLEGES

BRIDGING

SELECTIONPROCEDURES

SCHOOL

LIBRARY

ORIENTATION

RESEARCH

COMMERCE

&INDUSTRYALUMNI

CO

-OP

EDUCATION

ACADEMIC SERVICESCounselling / Learning Support / Tutoring

CURRICULUM

RPL Time Frame

Flexibility

CLASSROOM

FacilitiesMethodology

Assessment

TEACHING & ACADEMIC

SUPPORT STAFF

Selection / Staff Development

NOTE: The above model attempts to capture the substantive elements in the teaching and learning environment.

It does not try to represent the complex interrelationships between these factors.

Figure 3A Model of the Teaching and Learning Environment and Associated Factors

Graphic: Jochen Berger

and referees reports.

Informal interviews are subsequently

held in the department concerned to ex-pose applicants to their potential future

working environment.

All applicants on the short list are then

to lecture to a peer group of staff as

well as experts from the Technikons

Teaching Development Unit, who evalu-

ate the applicants performance.

Subsequently a battery of psychomet-

ric tests is used to determine whether

the applicant is a stable person capable

of managing conflict, caring about oth-

ers, etc.

At the final interview the Technikons Ap-

pointment Committee considers all the

information obtained on each candidate

before deciding on an appointment.

Since the introduction of the revised

staff selection procedure, no problem with

newly appointed staff has been experi-

enced at the Cape Technikon.

The ongoing development of co-op co-ordinators is essential. Apart from regu-

lar development courses, a senior mem-

ber of staff is normally appointed to act

as a mentor.

5.2 Staff Evaluation

Staff evaluation by students is standard

practice at the Cape Technikon. Co-op co-

ordinators would normally request their

students to complete a questionnaire

anonymously to reflect student opinion on

a variety of aspects regarding their experi-

ential learning experience and the co-

ordinator concerned.

Positive student feedback is a prereq-

uisite when deserving staff members are

considered for merit promotion. Student

opinion is one of a number of instruments

used by the institution to identify and re-

ward good performance by staff.

5.3 Curriculum Changes

During the past two years the South Afri-

can Qualifications Authority developed aNational Qualifications Framework (NQF)

based on educational outcomes. The NQF

is a seamless system (taking prior learn-

ing of the learner into account) with the

emphasis on student learning on a life-

long basis. Apart from the specific out-

comes for every field of study, the so-called

critical cross-field outcomes (for educa-

tional outcomes) are fundamental to the

NGF. These critical outcomes are generic

and are the characteristic employers nor-

mally require from graduates. The critical

outcomes are as follows:

Identify and solve problems in which

responses display that responsible de-

cisions using critical and creative think-

ing have been made.

Work effectively with others as a mem-

ber of a team, group, organisation, com-

munity.

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5 Organise and manage onself and onesactivities responsibly and effectively.

Collect, analyse, organise and critically

evaluate information.

Communicate effectively using visual,

mathematical and/or language skills in

the modes of oral and/or written pre-

sentation.

Use science and technology effectively

and critically, showing responsibility to-

wards the environment and health of

others.

Demonstrate an understanding of the

world as a set of related systems by

recognising that problem-solving con-

texts do not exist in isolation.

All programmes, including the experien-

tial learning component, are currently be-

ing reviewed to ensure that outcomes com-ply with the requirements of the NQF.

5.4 Administrative Support Structure

It is essential that co-op co-ordinators and

students engaged in experiential training

have the benefit of a sound administra-

tive support structure. Administrative staff

provide a very necessary function regard-

ing the link between student and co-op

co-ordinators, the typing and preparation

of guidelines/manuals for students and

employers, contacting of employers, pro-cessing of data about student profiles and

student learning assessment scores, and

assisting with the arranging of advisory

committee meetings with commerce and

industry.

5.5 Relationship with Commerce and

Industry

A very sound relationship with stakehold-

ers in commerce and industry is essential

for an experiential training system to be

successful.A variety of contact techniques are em-

ployed by the Cape Techikon: viz., tele-

phonic contact, visits to employers, invita-

tions to visit the instutition, involvement of

employers as external examiners of formal

courses and as members of advisory com-

mittees. The placement of a student for

experiential learning would automatically

involve the employer concerned as super-

visor/mentor of the student concerned. In

many cases it was found beneficial that

the students supervisor in the workplace

and the co-op co-ordinator jointly assess

the students performance.

It is not always possible for the various

employer bodies in a particular field to

provide idential experiential learning op-

portunities. It is therefore necessary that

the co-op co-ordinator, in consultation with

the students mentor, structure the work-

based requirements to accommodate a

variety of employment situations that

would achieve the desired student learn-

ing outcomes. The critical outcomes re-

ferred to in item 5.3 serve as a useful

guideline to measure the personal devel-

opment of a student engaged in experien-

tial training.

At the Cape Technikon good relation-

ships with employers have resulted in theidentification of very appropriate research

projects for fourth-year and post-graduate

students. Furthermore, these relationships

have assisted the institution greatly in es-

timating future student intakes of various

programmes in relation to the number of

graduates that could be absorbed by the

job market in the disciplines concerned,

an aspect which is vitally important for

planning purposes.

6. ConclusionThe quality management model has been

in force at the Cape Technikon for the past

eight years. Although the strategies fol-

lowed to promote co-operative education

are by no means perfect, the achievements

to date and student opinion regarding their

learning have resulted in staff being more

motivated and confident to improve stu-

dent learning practices on an on-going

basis.

The initiatives take by the Cape

Technikon have resulted in it being re-garded as one of the leading technikons

in South Africa.

REFERENCES

1. Annual Report 1998: Experiential Learning

Activities. Cape Technikon publication, Decem-

ber 1998.

2. Bruwer, J. de W., and Kok, N. J. (editor), Pro-

files of the Cape Technikon: 1997/98. Volume

7. Cape Technikon publication, December

1998.

3. Cape Technikon Annual Report 1997/98.

September 1998.

4. Institutional Plan of the Cape Technikon:

1999-2000. Cape Technikon publication, Au-

gust 1998.

5. Teaching Vision of the Cape Technikon.

Cape Technikon policy document. Adopted in

May 1998.

6. Vision and Mission Statement of the Cape

Technikon, reviewed in 1998. Adopted in No-

vember 1998.

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