Transdisciplinary service-learning for construction management and quantity surveying students

Abstract

The transformation of higher education in South Africa has seen higher education institutions become more responsive to community matters by providing institutional support for service-learning projects. Despite service-learning being practised in many departments at the Cape Peninsula University of Technology (CPUT), there is a significant difference in the way service-learning is perceived by academics and the way in which it should be supported within the curriculum. This article reflects on a collaborative transdisciplinary service-learning project at CPUT that included the Department of Construction Management and Quantity Surveying and the Department of Urban and Regional Planning. The aim of the transdisciplinary service-learning project was for students to participate in an asset-mapping exercise in a rural communal settlement in the Bergrivier municipality in the Western Cape province of South Africa. In so doing students from the two departments were gradually inducted into the community. Once inducted, students were able to identify the community’s most urgent needs. During community engagement students from each department were paired together. This allowed transdisciplinary learning to happen with the exploration of ideas from the perspectives of both engineering and urban planning students. Students were able to construct meaning beyond their discipline. Cooperation and synergy between the departments allowed mutual, interchangeable, cooperative interaction with community members. Outcomes for the transdisciplinary service-learning project and the required commitment from students are discussed.

International service learning: Insights from the voices of host organisations

“…Higher education institutions promote service learning as a pedagogy that contributes to social justice ideals by providing opportunities for students and community members to engage and cooperate with one another in ways that are mutually beneficial. 1 In international service learning programmes, the interaction typically takes place between students from developed countries who visit and provide assistance to communities in developing countries and in so doing contribute to social justice ideals. To ensure that learning takes place, students are guided to reflect on their experiences of working with community members.…”