Browsing by Author "Assmo, Per"

Now showing 1 - 3 of 3
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    Embracing work-integrated learning in political studies
    (Taylor& Francis Group, 2025) Africa, Cherrel; Assmo, Per; Moses, Meshay
    Given the challenge of graduate unemployment in South Africa, this article considers whether Work-integrated Learning (WIL) can be successfully implemented in a discipline such as Political Studies. To do this, it outlines the experiences of former Political Studies students who were placed into internship positions. The article also reflects on how this internship programme served as a catalyst for embracing a broader WIL approach. We find that students that interned experienced personal growth and were successful in developing a career path having been exposed to ‘some form of WIL’. While not providing a panacea for unemployment and other socio-economic challenges, the journey leads us to believe that strengthening of knowledge through WIL can occur in disciplines such as Political Studies and can assist in equipping graduates with a real-world work experience and opportunities. Additionally, we argue that alongside such WIL programmes, a WIL teaching orientation should be considered to empower and equip a broader spectrum of graduates. Indeed, the internship programme paved the way for the development of an entirely new Masters programme with significant potential benefits for students in terms of their academic growth, personal, career, skills and development.
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    Exploring barriers and facilitators to knowledge transfer and learning processes through a cross-departmental collaborative project in a municipal organization
    (Emerald, 2023) Sunnemark, Fredrik; Westin, Wilma Lundqvist; Assmo, Per
    This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality. Design/methodology/approach: To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting.
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    International initiative prepares students for citizenship
    (José Frantz, 2020) Africa, Cherrel; Assmo, Per
    We live in an era of complexity, uncertainty, grave challenges and global development threats. These include extreme poverty and inequality, identity politics, intolerance, societal polarisation and populist politics that promise quick and simple solutions to complex socio economic problems. In this context it is important for institutions of higher education to take up the challenge of educating students in a way that helps them to be responsible and active citizens able to grapple with the complexity of the times. As the UWC Charter of Graduate Attributes for the 21st Century indicates: “UWC graduates should be engaged, committed and accountable agents of social good. They must aspire to contribute to social justice and care, appreciative of the complexity of historical contexts and societal conditions through their roles as professionals and members of local and global communities.”