Internship is deemed to be a prerequisite for a 21st Century graduate to survive in the world of work. It's on the basis of this that this study sought to establish the effectiveness of internship in respect to learning in the field among undergraduates of African Rural University. The quantitative survey involved 23 students and 53 community members who filled a questionnaire and an interview guide respectively. Data analysis involved the use of percentages, means and multiple regression. The results of the study revealed that the three independent variables: cognitive, behavioral, and environmental learning experience (CLE, BLE and ELE) were not correlates of internship. It's upon this background that it was recommended that the key players of the university ought to lay undue emphasis on enhancing CLE, BLE, and ELE, rather effort should be put on other elements to learning.
This paper is based on a study conducted to establish if academic practice in a university designated as Azania is aligning or diverting from the expectations of the rising knowledge society in South Africa. The paper is motivated by the emerging national needs specific to the production, dissemination and application of knowledge as the country takes steps towards knowledge led development. The general assumption is that academic practice in universities is spontaneously responding to the needs of its changing environment. Thus, to establish the position of academic practice in Azania, institutional and national documents were examined from a neo-institutional perspective through qualitative discourse analysis. The results showed that research, teaching and outreach at the University was responding to national needs. Thus, academic practice in Azania is aligning more than diverting from the expectations of the rising knowledge society. However, considering that the study based on only document analysis a focus on other data sources is recommended.
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