Browsing by Author "McMillan, Janice"
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- ItemOpen AccessBeyond academics - is community engagement possible through work integrated learning?(2016) Budd, Jean; McMillan, Janice; Cooper, LindaThe purpose of this study was to investigate whether two work integrated learning modules were the appropriate means to achieve community engagement ends, and to what extent the introduction of an NGO component in the WIL curriculum raised awareness or understanding of community engagement amongst the students at a private higher educational institution. Theoretical fields that guided the research included community engagement studies by Butin(2010) and Lazarus (2008), experiential learning literature encompassing work integrated learning, and the literature on service learning and transformative learning with a particular focus on Kolb's (1984) experiential learning cycle and the important role of critical reflection. This was a single case study conducted at a private higher education institution, which employed qualitative research methodology to analyse two work integrated learning modules. McCowan's (2008) curricular transposition framework was used to analyse whether the community engagement ideal was realised, and to identify any disjunctures that inhibited its implementation and realisation. To accomplish this four groups of participants were interviewed, each representing a different stage in McCowan's model. These were curriculum developers, work integrated learning lecturers, students from each work integrated learning module and a representative from the chosen NGO. From their perspectives key themes emerged revolving around levels of conviction of all stakeholders, forms of learning and degrees of student transformation. All of these indicated disjunctures between the "ideal" and what was actually achieved, and these acted as constraining factors which affected the transposition from ideal to real. My data suggests that WIL modules can be an appropriate means to achieve community engagement ends, but the "ideal" needs to have the support of all stakeholders and should be embedded firmly in the curriculum. The data also shows that because of the lack of conviction on the part of all stakeholders the community engagement awareness or understanding happened almost implicitly, as part of the hidden curriculum. Additionally, even though some awareness of community engagement did occur for students, the superficiality of the NGO engagement provided a superficial student experience. The evidence points to the conclusion that the use of work integrated learning modules as a means to promote community engagement awareness was moderately successful, but a lot more needs to be done to make it a viable and worthwhile option. Belief in the concept, clarity on goals and objectives, proper training and development of lecturers, constructive feedback loops, more intensive NGO engagement and support from all stakeholders involved are issues that need to be addressed to move towards realisation of the "ideal".
- ItemOpen AccessThe experiences and perceptions of 6 NGO leaders on the role and value of formal and informal learning in leadership continuity in the NGO sector across 3 historical periods in South Africa(2010) Julie, Frank Joseph; McMillan, JaniceIn this research study I explore the role and value of formal and informal learning in leadership continuity in South Africa. In order to do this I look at the experiences and perceptions of 6 NGO leaders in South Africa whom I locate within three historical periods. Within this context, I also explore the shifts in leadership and modes of learning, which I argue and based on my data analysis, were accompanied by broader shifts in the power relations in South Africa post 1994. I highlight three informal modes of learning that were dominant in the first historical period namely, experiential learning, popular education and situated learning which became eroded in the second and third historical periods and substituted by more formal learning processes. My study found that in the latter part of the third historical period there was a resurgence of more informal learning processes in line with an emergent and developing social movement that questioned the continued power imbalances in society. In conducting this study my research methodology was informed by an interpretive and qualitative approach with semi-structured interviews with the 6 NGO leaders employed as the primary means of data collection. Based on my findings, I discovered that the NGO sector has experienced a leadership discontinuity further exacerbated by a disruption of learning processes with serious implications for transfer of knowledge, skills and experiences In answering my main research question I found that effective leadership continuity to enhance sustainable organizations can best be facilitated through informal learning processes where, within a community of practice, these processes are more respected and valorised. I also found that formal learning processes will best be effective if it can be complementary to but not a substitute for these informal learning processes. I also found that the conflation of training with learning and the dualism between formal and informal learning are not very helpful in understanding leadership development and continuity in the NGO sector. Another important finding that this research study highlights is the importance of appreciating the dynamic interrelationship between the macro power alignments represented by the state and the economy and the micro power relationships represented by leadership and learning within a community of practice.
- ItemOpen Access“Learning Service” in International Contexts: Partnership-based Service-Learning and Research in Cape Town, South Africa(Michigan Journal of Community Service Learning, 2014-09-20) McMillan, Janice; Stanton, TimothyIn this paper we explore an approach to developing and implementing service-learning and community-based research in a study-abroad program in Cape Town, South Africa. Drawing on a notion of partnerships reflecting the values of accompaniment and transparency, and influenced by the importance of learning service, we outline an intentional, engaged pedagogy and program design emphasizing collaborative inquiry and partnership development. However, such an approach is challenging and demands that we include an ontological project as part of our work. This, we believe, is crucial if global service-learning (GSL), often taking place in the Global South, is to become a robust, critical, and ethical practice.
- ItemOpen Access“Learning Service” in International Contexts: Partnership-based Service-Learning and Research in Cape Town, South Africa(Michigan Publishing, 2014) McMillan, Janice; Stanton, Timothy KIn this paper we explore an approach to developing and implementing service-learning and community based research in a study-abroad program in Cape Town, South Africa. Drawing on a notion of partnerships reflecting the values of accompaniment and transparency, and influenced by the importance of learning service, we outline an intentional, engaged pedagogy and program design emphasizing collaborative inquiry and partnership development. However, such an approach is challenging and demands that we include an ontological project as part of our work. This, we believe, is crucial if global service-learning (GSL), often taking place in the Global South, is to become a robust, critical, and ethical practice
- ItemOpen AccessLearning through experience: making sense of students' learning through service learning(2013) Gredley, Susan; McMillan, JaniceThis study asks how we can make sense of students' learning in service learning. I employed a qualitative research methodology to explore the learning experiences of four students as they journeyed through the UCT Global Citizenship course: Thinking about volunteering: service, boundaries and power. This is a service learning course which attracts students from all disciplines and years of study. The course has two learning components: the students' self-organised voluntary community service, which forms the primary learning text, and guided facilitation and reflection through face-to-face and online learning activities. I had access to students' coursework which provided two written reflective assignments and a number of online blogs. At a later stage I conducted small-scale in-depth interviews. I used two methods to organise and analyse the data. The first was an analytic framework made up of three interconnected learning domains of 'knowing', 'being' and 'acting' (adapted from Barnett and Coate, 2005); the second was qualitative thematic analysis. My data suggest that we can make sense of students' learning in service learning through an analysis of students' 'being' in relation to their 'knowing' and 'acting'. My data also show that 'being' is embedded in students' 'knowing' and 'doing' and therefore 'being' is a key component of student learning. Additionally, the concept of a 'learning journey' is useful in positioning learning as something that takes place over time and in space. Finally, my data show that context matters: students' "personal foundations of experience" (Boud and Walker, 1991) influence their learning, as does the more immediate context of the classroom and their community service work. This study ends by briefly pointing to two key 'enablers' of students' learning, critical reflection and peer learning.
- ItemOpen Access‘Researching practice': a first step in evaluating the complex practices in a university-community ‘Knowledge Co-op'(2012-05) McMillan, Janice; Schmid, Barbara; Goodman, Suki; Mpofu-Makamanzi, BuhlePaper presented at the 5th Living Knowledge conference, Bonn, 10-12 May 2012.
- ItemOpen Access[We] have to be interpreters to negotiate : service learning and boundary workers(South African Journal of Higher Education, 2015-06-01) McMillan, JaniceDrawing on qualitative case study research of two service learning courses, this article uses the framework of activity theory to present service learning as an activity system and a form of ‘boundary work’ in higher education. To view service learning as an activity system, it is necessary to locate the analysis in the ‘boundary zone’ at the nexus of the university and community, and to explore the roles of various actors in the system. In particular, the author argues that the role of the service learning educator needs to be explored and made visible. Using activity theory, the experiences of two educators’ playing the role of ‘boundary worker’ are explored. What activity theory makes clear is that this role is intimately tied up with issues of identity, authority and knowledge. Going forward it would be useful to explore activity theory as a framework in the service learning curriculum and the professional development of educators.
- ItemOpen AccessWhat happens when the university meets the community? Service learning boundary work and boundary workers(Taylor & Francis, 2011) McMillan, JaniceThis article explores service learning via the lens of activity theory. Through this lens, it is identified as a form of 'boundary work' in higher education, with educators identified as 'boundary workers'. Drawing on the data from a recent study, this paper analyses service learning as an often contradictory and tensionfilled practice. The 'expanded community' and 'dual but interrelated object' in the service learning activity system result in many tensions for students and community members alike. This in turn poses significant challenges for boundary workers, and ultimately for the university. The paper concludes by arguing that in order to encourage and value service learning, we need to acknowledge the (new and different) knowledge, values and skills required for playing the role of boundary worker in (boundary) practices such as this.