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A CURRICULUM FRAMEWORK
FOR CONSUMER LEARNING
AT A HIGHER EDUCATION INSTITUTION
S. CRAFFORD
Promoter: Prof. E. M. Bitzer
Co-promoter: Prof. S.M. Welgemoed
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SUMMARY
This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design.
To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semi-structured interviews with learning facilitators (lecturers) at the institution.
The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning.
The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated.
The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established.
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The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa.
Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology.
Key terms: curriculum design; curriculum framework; curriculum development; higher education; interviews; outcomes-based education; needs assessment; situationl analysis; survey questionnaires; triangulation.
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OPSOMMING
Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoeronderwysinstelling te ontwikkel. 'n Gevallestudie-benadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek.
Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n self-geadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling.
Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie aileen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer.
Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategiee, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets.
Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig.
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Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoeronderwys-Kwalifikasieraamwerk in Suid-Afrika.
Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.
Trefwoorde: kurrikulumontwerp; kurrikulumraamwerk; kurrikulumontwikkeling; hoeronderwys; onderhoude; uitkomsgerigte onderwys; behoeftebepaling; situasie-ontleding; opnamevraelyste; triangulasie.
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ACKNOWLEDGEMENTS
I gratefully acknowledge the contributions of the following persons who made the completion of this research possible:
• My promoter, Prof. E.M. Bitzer for his professional approach, guidance and assistance throughout my studies, and for sharing his knowledge and research expertise in curriculum studies.
• My co-promoter, Prof. S.M. Welgemoed, for her guidance and continuous support throughout my academic endeavours. Her willingness to share her knowledge and insight on consumer learning and didactics is sincerely appreciated.
• Mrs R-M. Kreuser who assisted me partly with the quantitative component of my research and who sadly passed away in December 2005.
• Dr N.J. Laubscher for his professionalism and willingness to assist me in completing the statistical analysis of my research.
• Dr C. Troskie-De Bruin for her assistance and advice in the qualitative component of my research.
• The Dean of the Faculty of Applied Sciences, Prof. L. Siammert of the Cape Peninsula University of Technology, for his constant support of my further studies and academic career.
• The Head of Research of the Faculty of Applied Sciences, Prof. E.J. Truter of the Cape Peninsula University of Technology, for his encouragement and support. • All my colleagues in the Faculties of Applied Sciences and Health and Wellness
Sciences at the Cape Peninsula University of Technology, for supporting and encouraging me throughout my studies.
• The Cape Peninsula University of Technology for granting me the financial assistance, time and support needed to undertake the research and to write the thesis.
• The participants in the study, which includes first-year students and colleagues at the Cape Peninsula University of Technology.
• Mrs E Belcher for her help with language editing and referencing and meticulous attention to detail with the thesis.
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• My colleagues, friends and family, especially my husband Johann and daughter Shanny, for supporting me in completing this work.
