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Universities as Living Labs for Sustainable Development pp 449–469Cite as

Adding Value to Open and Distance Learning Programmes in Nature Conservation Through Sustainability Related Work-Integrated Learning

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Part of the book series: World Sustainability Series ((WSUSE))

Abstract

In response to worldwide criticism that universities do not produce graduates that are work ready, the incorporation of real-world learning experiences in curricula are gradually increasing. Work-integrated learning (WIL) presents one such option and provides opportunity to enhance both education ‘about’ and ‘for’ sustainability through the professional and social engagement between students, lecturers and industry. Taking a living lab perspective, this paper reflects on the progress, achievements and challenges experienced during a ten year partnership (2007–2017) between the University of South Africa (Unisa) and the Telperion Nature Reserve to offer quality WIL opportunities to undergraduate nature conservation students. Instead of formal placement at potential WIL providers, ten week-long, work-place based experiential excursions are facilitated by Unisa at Telperion per year. During these excursions students engage with tasks/projects related to sustainability, including amongst others, soil erosion control, alien plant control, veld condition assessment and water catchment management. This engagement provides opportunity for student-lecturer interaction in a stimulating milieu during which innovative teaching and learning can be fine-tuned and researched in living lab conditions. In addition to fact-based evidence on participation and success rates, this chapter utilises a qualitative methodology to reflect on lecturer and student experience, the value of a living lab as a learning environment and the realisation of sustainability learning through the Unisa-Telperion WIL programme.

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Acknowledgements

The authors would like to acknowledge the long-standing commitment shown to the Unisa Diploma in Nature Conservation students by the Oppenheimer Family (owners of the Telperion Nature Reserve) and the management team of Telperion Nature Reserve. Copyright permission for all the photos/figures has been provided by G. Wilson, who is also the first author.

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Authors and Affiliations

  1. Department of Environmental Sciences, University of South Africa, Private Bag X6, Florida, 1710, South Africa

    Graeme Wilson

  2. Department of Geography, University of South Africa, Private Bag X6, Florida, 1710, South Africa

    Rudi W. Pretorius

Authors
  1. Graeme Wilson
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  2. Rudi W. Pretorius
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Corresponding author

Correspondence to Rudi W. Pretorius .

Editor information

Editors and Affiliations

  1. European School of Sustainability Science and Research, HAW Hamburg, Hamburg, Germany

    Walter Leal Filho

  2. European School of Sustainability Science and Research, HAW Hamburg, Hamburg, Germany

    Amanda Lange Salvia

  3. Department of Geography, University of South Africa, Johannesburg, South Africa

    Rudi W. Pretorius

  4. University of Passo Fundo, Passo Fundo, Brazil

    Luciana Londero Brandli

  5. Democritus University of Thrace, Komotini, Greece

    Evangelos Manolas

  6. Department of Social Sciences and Management, Universidade Aberta, Porto, Portugal

    Fatima Alves

  7. Universidade de Aveiro, Aveiro, Portugal

    Ulisses Azeiteiro

  8. School of Architecture and Design, RMIT University, Melbourne, VIC, Australia

    Judy Rogers

  9. Department of Life and Environmental Science, Bournemouth University, Poole, UK

    Chris Shiel

  10. Department of Business and Economics, Research Unit NECE, Universidade da Beira Interior, Covilha, Portugal

    Arminda Do Paco

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Wilson, G., Pretorius, R.W. (2020). Adding Value to Open and Distance Learning Programmes in Nature Conservation Through Sustainability Related Work-Integrated Learning. In: Leal Filho, W., et al. Universities as Living Labs for Sustainable Development. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-030-15604-6_28

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