{"title":"Critical Thinking Perspectives on Work Integrated Learning in Information Systems Education","authors":"A. Harmse, R. Goede","volume":64,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":572,"pagesEnd":577,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/15129","abstract":"
Students with high level skills are in demand, especially in scare skill environments. If universities wish to be successful and competitive, its students need to be adequately equipped with the necessary tools. Work Integrated Learning (WIL) is an essential component of the education of a student. The relevance of higher education should be assessed in terms of how it meets the needs of society and the world of work in a global economy. This paper demonstrates how to use Habermas's theory of communicative action to reflect on students- perceptions on their integration in the work environment to achieve social integration and financial justification. Interpretive questionnaires are used to determine the students- view of how they are integrated into society, and contributing to the economy. This paper explores the use of Habermas-s theory of communicative action to give theoretical and methodological guidance for the practice of social findings obtained in this inquiry.<\/p>\r\n","references":"[1] S. Gregor, B. R. Von Konsky, R. Hart et al., \"The ICT Profession and\r\nthe Body of Knowledge,\" in Australian Computer Society, Sydney,\r\n2008, pp. 34.\r\n[2] Department of labour, ICT skills in the labour market: An occupationallevel\r\nanalysis focusing on computer professionals and associate\r\nprofessionals 1996 - 2005, 2008.\r\n[3] Council on Higher Education, \"Work-integrated learning: Good practice\r\nguide,\" HE Monitor, C. o. H. Education, ed., Council of Higher\r\nEducation, 2011, p. 81.\r\n[4] C. Patrick, D. Peach, and C. Pocknee, The WIL (Work Integrated\r\nLearning) report: A national scoping study, Brisbane, 2009.\r\n[5] J. Dimen\u251c\u00f1s, \"Beyond dichotomization: A different way of understanding\r\nwork integrated learning,\" Journal of Cooperative Education &\r\nInternships, (442,\r\nhttp:\/\/www.ceiainc.org\/journal.asp?PageID=230&Document_ID=4209,\r\n(28 November 2011, 2010).\r\n[6] C. Brooke, \"What does it mean to be 'critical' in IS research?,\" Journal\r\nof Information Technology, vol. 17, pp. 49-57, 2002.\r\n[7] W. Cukier, O. Ngwenyama, R. Bauer et al., \"A critical analysis of media\r\ndiscourse on information technology: preliminary results of a proposed\r\nmethod for critical discourse analysis,\" Information Systems Journal,\r\nvol. 19, pp. 175-196, 2009.\r\n[8] J. Habermas, On the pragmatics of commumication, Cambridge,\r\nMassachusetts: MIT Press, 1998.\r\n[9] S. Szczkulen, \"Exploding cinema 1992-199: culture and democracy \",\r\nUniversity of Westminister, London, 2002.\r\n[10] R. J. Varey, and T. Wood-Harper, \"A theoretical review of management\r\nand information systems using a critical communications theory,\"\r\nJournal of Information Technology, vol. 17, pp. 229-239, 2002.\r\n[11] M. S. H. Heng, and A. de Moor, \"From Habermas's communicative\r\ntheory to practice on the internet,\" Information Systems Journal, vol. 13,\r\npp. 331-352, 2003.\r\n[12] S. K. Puri, and S. Sahay, \"Participation through communicative action:\r\nA case study for GIS for addressing land\/water development in India,\"\r\nInformation Technology for Development, vol. 10, pp. 179-199, 2003.\r\n[13] W. Ulrich. \"A brief introduction to critical system heuristics (CSH),\" 20\r\nDecember 2011;\r\nhttp:\/\/projects.kmi.open.ac.uk\/ecosensus\/publications\/ulrich_csh_intro.p\r\ndf.\r\n[14] G. Midgley, Systemic intervention: Philosophy, methodology and\r\nPractice, New York: Plenum, 2000.","publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 64, 2012"}