Experiential Learning : UWC students and the apprentice challenge - PowerPoint Presentation

Experiential Learning : UWC students and the apprentice challenge Linda de Vries

Autonomous learningEntrepreneurial OrientationGroup learning Application in real world Graduate attributes Curriculum Objectives

Ramontja, K{2005). Step versus SIFE –Credit bearing versus non credit bearing coursesOxford, Herrington, and Wood {2004) GEM reports- Educational impact on entrepreneurial activity Gibb (2996)- Model of entrepreneurship education that ahs wide appeal Sullivan and Thomas ( 2007) Increasing pressure on learning institutions that desired learning outcomes. Minster of Higher Education ( 2013} role of higher education to contribute to entreprenial development Background

Components READING CHALLENGE /   Autonomous and collaborative/ Interpersonal flexibility and confidence to engage across difference/ Skilled communicators Work effectively with others as a member of a team, group, organisation or community.  Inquiry-focused/ Critically and relevantly literate/ Interpersonal flexibility and confidence to engage across differenceCollect, analyse, organise and critically evaluate information.Ethically, environmentally and socially aware and activeOrganise and manage yourself and your activities responsibly and effectively. Weights UWC Graduate Attributes Learning outcomes

Learning Outcomes and Assessment- UWC Graduate Attributes Apprentice Challenge Graduate attributes Inquiry-focused Describe and/or demonstrate an understanding of importance of entrepreneurship to the economy of a country and the challenges associated with entrepreneurship and how to address those challenges. . Critically and relevantly literateConduct research using the library, the web and visit to (observe and question) any entrepreneur within your community or region and also other opportunities in the economy. Use the internet and MS Word to complete tasks. Research for group assignments Ethically, environmentally and socially aware and active Autonomous and collaborative learning . Skilled communicators Interpersonal flexibility and confidence to engage across difference Work productively in groups

ProcessContentFacilitator of learning(educator/lecturer /tutor} Student Apprentice challenge –process accomplishes multiple goals for both student and educator as part of the learning process Conceptions of Learning System for action learning { Smith and Delaney , 1987)

Two groups of students –undergraduate and postgraduate studentsLinked to specific industryRequired- macro analysis, research both secondary Primary research Group work Developing new strategies -future Apprentice Challenge 2014

Born Free GENERATION Technology savvy, Technology challenges Mobile handsets Computers Access to social media Outcomes based educationProcess and variable on learning are different with respect to CurriculumImmediate generationValue diversity and ensure participation of all Class of 2014 -1994 Assumption –more critical Informed Wider read Especially –licence and cars Context of the challenge would be relevant Job creation, Income generation and infrastructure Job creation, Income generation and infrastructure

Social NetworkFriendshipValueCompetition Credit bearing- weights towards final mark Non credit bearing-voluntary component- prestige, awards, possible job opportunities Team Based approach

Kolb (1984/ and 1985) learning styles and learning orientationsCurriculum orientationsTime and resource balance Feedback and assessment Reflections Different higher order critical analysed Learning orientations

Chaos theory learning faster and (de Guess) systems theory – increase and faster learning versus small incrementalismsFaster development of constructs and content Development of leadership and specific role portrayals Assessment of relevance important Practical and employability increased Exposure for mutual benefit both student and organisation Outcomes

Wow factor top team competingSpecific task for business1 day to research and present solutions 5 teams understood tasks, theory an practical relevance Company sponsored all 5 teams plus had tow job opportunities Implemented all 5 ideas of the students Graduate attributes dev 2014-apprentice challenge

ChallengesEngage groupExposure to others Peer group learning Dealing with examination –rote learning mindsets Dealing with spoon feeding , textbook and narrow learning expectations Minimum input versus maximum outputModule –selection often for completion of credits not because of interests Large Group Teaching

Develop a strategy for entry into new emerging markets. (Information gathering, assessment , evaluation and reflection)Determine if there is a market potential (Critical orientation) Determine perceptions of consumers owned cars versus us new cars ( Insight, comparison and evaluation) Consider the possible opportunities an dhow to exploit them ( Continuous learning, engagement and relevance ) Challenge -Used Motor Car Industry

Autonomous learnersMethodology spider web approach of inter related learningExploratory research Action research cycle - Reflection essential Lessons learnt

Impacts student securities Shake their comfort zonesDoes not follow a linear approach to learning Nothing can be written off Learning remains dynamic and no static Often seen as unorganised Building blocks not in specific orderInterrelatedness of knowledge Oscillation between a theory and practice Spider web content exploration

Research skills:Primary and secondary researchLimitations and challenges Importance Analyse and statistics Can numbers lie?? Questionnaire developmentTime challenges linked to researchBalance between money time and sample size Results

Marketing students-MDP/ADM Man 754

Hi Prof, I would like to take the to firstly thank you and Shihaam for the knowledge transfer and support in making this awesome subject, so interesting and exciting during this few months. I was amazed at how you and your team displayed the passion and lived the brand of the subject and UWC as a whole, during this short time. I must commend you for the level of insight and knowledge you brought along with you to the lectures.  I would get lost in every Marketing lecture. It was like a favourite TV series I was watching. I could not wait for the next episode.   So here are my positive experiences and observations. As I mentioned before, the subject knowledge and experience that filled the room when you walk in, was out of this world. Your simplistic approach demystified most of the complexed theories and concepts and was followed through since the introduction to the course. The spontaneity of the lectures displayed in class was the very nature of a true marketer. I can agree, the prescribed book, could not have been a better choice. The theory and practicality was perfectly displayed and is a valuable resource in my marketing toolbox.   Here are my personal challenges I have with the course. Time is always a huge challenge for a part time student. I could not properly emerge myself in the details and content of the course as I would have loved too. Maybe longer does not make it better. I must say it all coming together now. I feel that the classes should be not be mixed with various other levels but rather directed at one particular level to accommodate and cater for the particular target audience’s learning needs, e.g. ADM students. This will allow for more engagement and improve the understanding of key marketing concepts.   But to crown my experience and value gain….. truly an out of world experience!   Thank you so much for the opportunity!     Jerome Hewitson 3414748@myuwc.ac.za Student experience -2015

Group forming and value of diversityQuality of team members and the value of otherNeed to be open for other views Challenges for process of group forming, storming, forming and ignoring group think Results: team based results

Second year students doing the Entrepreneurship module (MAN 201) and Honours students doing Marketing Strategy 702 must form teams of 5 students (maximum) each. Each team should reflect diversity across sex and racial groups as far as possible.   Register your team by sending the full names, student numbers and cell numbers to studev@uwc.ac.za AND your lecturer (email address to be confirmed) by Monday, 21 July 2014, 14h00.   Task 1.Compile an overview (maximum 4 x A4 typed pages) of the used retail motor vehicle industry in South Africa. Include, among other, the scope, performance, prospects, challenges, consumer behaviour, financing options and any other relevant information that the team can identify that will add value to your report. Task 2.Attend a Presentation at 13h00 on Monday, 28 July 2014 in GH2 by Wingfield Motors, a leading used car dealership on the used car industry in general and the dealership as a case-study. Presenters: Martin Lotz (Dealer Principal, Goodwood), Johan White (Dealer Principal, Kuils River) Kholwani Ndlovu & Zolile Frans (Field Sales Representatives), Rene Geyser (Marketing Executive).   Attend the Promotion by Wingfield Motors of their products and services at 12h00 – 14h00 on Tuesday, 29 July 2014 outside the Student Centre. Student Team members should use this opportunity to engage with staff and students towards their survey. Wingfield Motors will have cars, gazebos and feather banners. They will be giving out cold drinks and freebies.   Task : Wingfield Motors wishes to explore the UWC community (staff and students) as a potential market for their products and services. Conduct a survey among these two target groups to inform a marketing strategy for the company and compile a report which must be handed in with your report of Task 1. Deadline for both reports : 1 4h00, Monday, 4 August 2014 .   These reports will be marked and points allocated towards your Continuous Assessment mark for this module. Marks published by Monday, 11 August 2014 . The four teams with the highest marks will be invited to participate in the 2014 UWC Apprentice Challenge.   PHASE ONE FOR ACADEMIC CREDIT - COMPULSORY

   PHASE TWO FOR TOP FOUR TEAMS The four teams with the highest marks will be invited to participate in the 2014 UWC Apprentice Challenge.   How will the Challenge help you? Apply theory to practice Develop employability skillsReal learningEnhance teamwork & decision-making skillsEnhance your CVHave fun and win prizes (1st: R5000; 2nd: R2000; 3rd : R1 000. Certificate of participation for all students from Wingfield Motors).     Consultation with teams : 13h00, Wednesday, 13 August, Venue - GH3.     Apprentice Challenge   Team Preparation : Friday, 22 August, 8h30 – 16h00, Venue - Office for Student Development, University Centre, Level 1, next to cafeteria/lift. Team Presentations : Friday, 22 August, 16h30 - 18h30, Venue – Industrial Psychology Lab, EMS building, Level 2 to adjudication panel. (If required, letters can be provided to your lecturers requesting permission for your absence from academic work on the day of the Challenge.)     Tasks prior to the Apprentice Challenge Preparatory work : Teams must prepare for the Challenge by identifying one disadvantaged township community in Cape Town and collate pertinent information about the nature and composition of that community (psycho-social-economic-political-cultural-geographic-spatial-infrastructure-resources-future plans; buying habits, etc.). Any relevant information you can obtain could be useful including Statistics S.A. reports and other consumer surveys. Your report from Phase 1 will also be useful. Also, compile a template for a business plan and marketing strategy. Phase 2 –Voluntary – Top teams –no credit Instructions-2014

A Collaborative Project of the Office for Student Development and School of Business and Finance (Prof Linda De Vries) PHASE TWO FOR TOP FOUR TEAMS (cont.) Task at Apprentice Challenge Wingfield Motors is the number one used car dealership in Cape Town with branches in Goodwood and Kuilsriver and over 200 cars on their showroom floors. They are involved in the community and often sponsor sports teams and needy institutions. Generally, there are very few car dealerships in the townships of Cape Town. This provides Wingfield Motors with a business opportunity to promote and market their business and services. They are working on a project called the Township Connection where they want to “take the showroom to the people” by educating the public about buying and maintaining a car. Teams of 5 students each (from Phase 1) will compete in a realistic simulated business scenario of marketing strategy and operations. Task 1. Provide a marketing strategy and business plan for Wingfield Motors’ Township Connection Campaign in the local township which your team identified. This should be compiled in a PowerPoint slide format. Task 2. Provide WoW and effective ways of advertising the Campaign across Cape Town (such as busses, bill boards, glasses, ice buckets, etc.). Task 3. Design a concept advertisement for use on busses and bill boards using the images and slogans provided by Wingfield Motors. Attached you will find the stencil in which the artwork must be done for the busses as well as our logos. Their slogans are: “Driven by Trust; Yes We Can; We’ll Make It Happen”. Somewhere in the advertisement, the words “We bring the showroom to the people” must be present in Xhosa. Copies of your presentations will be given to Wingfield Motors for their further use. 16 July 2014 PHASE TWO FOR TOP FOUR TEAMS (cont.)

Task at Apprentice ChallengeWingfield Motors is the number one used car dealership in Cape Town with branches in Goodwood and Kuils River, and over 200 cars on their showroom floors. They are involved in the community and often sponsor sports teams and needy institutions. Generally, there are very few car dealerships in the townships of Cape Town. This provides Wingfield Motors with a business opportunity to promote and market their business and services.   Wingfield Motors is planning to open a showroom in an industrial area in the future. They are working on a project called the Township Connection where they want to “take the showroom to the people” by educating the public about buying and maintaining a car.   The four top teams from Phase 1 will compete in a realistic simulated business case-study of marketing strategy and operations. There are 3 tasks to complete for this Challenge.Task 1. Provide a marketing strategy and business plan (PowerPoint slide format) for Wingfield Motors’ Township Connection Campaign in the local township that your team identified. Task 2. Provide WoW and effective ways for Wingfield Motors to advertise the Campaign across Cape Town (such as busses, bill boards, glasses, ice buckets, etc.) and motivate your choices.   Task 3. Design concept advertisements for Wingfield Motors (not the actual ad as you are not graphic designers; just the brief/ideas to a prospective designer) for use on local busses and bill boards using their images and slogans as provided.   Attached is the stencil for the artwork for the busses, and Wingfield Motors’ logos and slogans to be included on different ads: “Driven by Trust; Yes We Can; We’ll Make It Happen”. Somewhere in the advertisement, the words “We bring the showroom to the people” must be present in Xhosa. While you have ‘an open cheque’ for marketing this campaign, your budget projections must be well motivated and reasonable.   Presentations to Panel: 30 mins per team; PPT presentation, Q & As with panellists. Copy of presentations will be given to Wingfield Motors for their further use. 13 August 2014 PHASE TWO FOR TOP FOUR TEAMS  Actual instructions –on day

Factor Influencing Buying decisions – confirm theory

Research results – Theory Buyer behaviour

All three components were compulsoryStudents CAM and Final marks substantially improved Understanding of prior learning and relevance in future learning Graduate attributes developed Autonomous and independent learners 2015-Reading Challenge

 Phase One for Academic Credit – COMPULSORY 12% Students doing Marketing 554/ 620/ 754 must form teams of 5 students (maximum) each. Each team should reflect diversity across sex and racial groups as far as possible.   Task 1. 2% Compile an overview (maximum 4 x A4 typed pages) of the retail sector for books in South Africa. Include, among other, the scope, macro environment, prospects, challenges, consumer behavior, financing options and any other relevant information that the team can identify. Task 2. Report: 4% Task: A book retailer wishes to explore the UWC community (staff and students) as a potential market for their books, reading materials, as well as stationary and electronic readers, maps etc. Conduct a survey among these target groups to inform a marketing strategy for the company and compile a report which must be handed in with your report of Task 1.   Task 3: 6% - Submit a detailed marketing strategy.    Special notes for the Challenge   Note 1 A theoretical approach, supported by practical applications from interviews is required in answering the questions. Your typed work should be of a maximum of six pages excluding the cover pages. The restriction is for you to prepare a quality essay and not to include irrelevant information.   Note 2 Assignments must be typed using preferably the Times New Roman 12, or Ariel 12 font. Include a cover sheet, detailed table of content, proof of research with appropriate referencing to sources used in text and bibliography. Note 3 Your facts and data should be collected from the library, current business periodicals, annual reports, and interviews with professionals (such as marketing managers), the Internet and search engines, and other secondary sources. UWC READERS APPRENTICE CHALLENGE – 2015

Evaluation of the process for students participantsImpact on curriculum content and context Complex learning Learning styles Critical graduate attributes Research agenda

De Vries, LER (2003): Youth and Entrepreneurship . International Small Business Conference. Dublin, Ireland. (2002). The challenge of developing an entrepreneurial culture within a curriculum for transformation - South Africa as a case. Southern Africa Entrepreneurship and Small Business Association Conference Entrepreneurial SMEs and Strategic Relationships: Making the Connections Proceedings. 4-6 August 2002 Sun City South Africa. De Vries, LER (2002). The challenge of transformation within the regulatory environment of the gambling industry- role within the Southern African environment. Trade and Industry Policy Secretariat Conference (TIPS) Proceedings. Glenburn Lodge. Gauteng.De vries, LER (2002). The challenge of developing Youth Well Being indicators through entrepreneurial transformation - South Africa as a case. International Conference on Well Being of Children. Eskom Conference Centre. November 2002. Gauteng. De vries, LER (2002). Introducing European Union as a Trading Bloc with specific reference to a Global Business curriculum- lessons learnt and observations from a disadvantaged graduate class! European Studies Association Annual Conference proceedings. Port Elizabeth University. Port Elizabeth. (2001): Entrepreneurship Development in South Africa- AIC conference proceedings. Pretoria De Vries, LER (2001): Empowerment and curriculum Initiatives- South Africa as a case. International Conference of Contemporary Business and Management. Brussels, Belgium. De Vries, LER (1999) - Perspectives on Empowerment : Tips Forum. Department of Trade and Industry. Co- author. Glendrift . De vRies , LER (1999) - Entrepreneurship Development and Economic Literacy . National Congress of the Family and Consumer Society. Conference Proceedings. University of Potchefstroom. (1995). Developing Economic awareness and preparedness Economics - Journal for teachers of the Economic Science. ISBN 1011-5005 (1995 ). Cost Benefit Analysis of the optimal utilization of Women. GASAT publication . Gender and Science and Technology conference proceedings-India, Ahmadabad. India. ( 1994). Developing economic awareness and economic preparedness within the primary school curriculum: towards multicultural education in South Africa. Co-author with J. M. Smith. Paper published in edited (J. L. van der Walt) proceedings of Multicultural Education: New Challenges for South Africa , Potchefstroom University for Higher Education, Potchefstroom, 1994. (1994). Gender Stereotyping - A study of student perceptions. Best Paper Proceedings Atlantic Economic Journal Volume 4, No. 2. July 1994(1994). Does a change of name reflect a transformation in the Department of Management? A.D. ISSUES (2\2). University Western Cape. Psalty Printers(1994) Marketing of the Public Library’s information service. The Cape Librarian May p34-36. (1994). Gender Stereotyping - A study of student perceptions. Best Paper Proceedings Atlantic Economic Journal Volume 4, No. 2. July 1994(1994). Does a change of name reflect a transformation in the Department of Management? A.D. ISSUES (2\2). University Western Cape. Psalty Printers(1994) Marketing of the Public Library’s information service. The Cape Librarian May p34-36.(1993) With J. M. Smith. Developing Economic Awareness and Economic Preparedness. National Conference for Economic Teachers -- Broederstroom October 1993.(1993) Teaching Marketing Research as a Methodology for Action Research. International Marketing Educators Conference - Bali, Indonesia, 14-16 April. (1993) Gender Stereotyping in advertising - A Preliminary study. National Marketing Educators Conference - Durban, Natal 1-3 September. (1993) with Ackerman, H; Naidoo, H; Nkulu , AR; Nkulu , AH; Englebrecht , G; Makabele , Z. Reflections on the process of action research as a methodology for teaching marketing research . Finding our Voices SAAAD Conference - University of the Western Cape 1-3 December. References –My research and teaching reflections

Khutso, R (2005). Student Development –Entrepreneurship at University. Masters Thesis. UWC (Supervisor-Lde vries)Webster and Hackley, P ( 19970. Teaching effectiveness .... Academy of Management Journal. Vol 40, Nr. 5 Lengwnick, C and Sanders, M ( 1997) Designing effective learning Systems.... Vol 40 (5) De Vries, ( autonomous Learning: Large group Teaching. Ad cadmic Dev Journal. References

De Vries , LER (2013 ): Entrepreneurship in South Africa. In Nieman (et al.) Van Schaik Publishers 2011 : International Marketing ( Oxford University Press)- Author of 2 Chapters 2009: Business Management – A Fresh perspective - Custom edition Pearson Publishing ( 5 chapters ) 2007: People Management –A Fresh Perspective. Pearson Publishing. (5 chapters)2005 - Business Management-A Fresh Perspective. Pearson Publishing. ( 5 chapters)2003: Entrepreneurship in South Africa. In Nieman (et al.) Van Schaick Publishers. (2002 ). Entrepreneurship Development: The challenge for Transformation. In South Africa since 1994. Lessons and Prospects. Edited by: Buthelezi, S and Le Roux, E. Africa Institute of South Africa. ISBN 07 983 01 53 8. P.3-21.