Simulation for WIL preparation: Virtual reality for improving skills needed for WIL Selma Iipinge Namibia University of Science and Technology Petrina Batholmeus Carva Pop Cape Peninsula University of Technology

Background Students lack skills required by industry for WIL placement. There is a need for adequate preparation for WIL. WIL preparedness programmes enable rewarding WIL experiences (Dwesini, 2014; Rayner & Papakonstantinou, 2015; Grace & O’Neli, 2014). WIL preparedness at NUST Faculties. Business Simulation module - Innovation, Creativity and Entrepreneurship (ICE) in some faculties. This study focuses on the use of simulations as a possible method of preparing students for WIL at NUST.

WIL preparedness Employers value soft skills such as communication, teamwork, interpersonal skills and the ability to solve problems (Gamble, Patrick & Peach, 2010; Spowart, 2011) Research suggests that these skills have been deliberately fostered in higher education settings mostly theoretically (Rainsbury, Hodges, Burchell & Lay, 2002) Pedagogies in use within universities are rarely underpinned by evidence of their efficacy and more knowledge on simulations and their impact on learning is required (Sundler et al. 2015). Students’ preparation process prior WIL can assist students to progress towards the skills, knowledge and attitudes needed for industry (Dwesini, 2014; Strachan, 2016).

Simulations A simulation is - “an act of imitating the behaviour of a physical or abstract system such as an event, situation or process that does or could exist” (Damassa & Sitko, 2010). Simulation-based teaching relates to specific skills set that is not generally well cultivated through traditional methods (Clayton & Gizelis, 2005). Simulation gives students an opportunity to practice fundamental skills in their disciplines, encourage decision making, team-working and enhance the student learning experience (Clarke, 2009; Richmond, Richards & Britt, 2015). The incorporation of active learning activities such as simulations in the classroom allows students to apply key concepts and knowledge gained through readings and lectures to realistic problems while maintaining academic relevance (Silva, 2012; Strachan, 2016).

Theoretical Framework

Methodology Mixed method approach Purposive sampling – n = 180 students Attended simulation Have done WIL Questionnaire (open and closed ended questions) administered to students from different faculties Students views on the use of the simulation practice to prepare students for WIL and the world of work.

Findings Extent to which work readiness skills were enhance during the simulation seminar and classroom/lectures. The extent to which they have engaged with business simulation activities compared to day-to-day class lectures. The extent to which students’ participation in the business simulation seminar enabled them to demonstrate different skills during WIL and work places. Application of soft skills acquired from simulation in the workplace. Simulation for WIL preparation.

Soft skills enhanced in classrooms vs in simulation seminar Work readiness skills   Great extent Somewhat Very little Not at all Lectures simulation Decision making 68% 92% 25% 8% 7% 0% Time management 61% 87% 32% 11% Attitude towards work 66% 83% 27% 17% Problem solving 47% 80% 43% 3% Communication 50% 60% 33% 40% 14% 2% Team work 75% 81% 19% Flexibility 30% 56% 54% 42% Entrepreneurial acumen 57% 85% 31% 15% 12% Diversity 44% 52% 48% 41% 9% 4% Assertiveness 38% Professionalism 49% 46% 5% Presentation skills 67% 36% Critical thinking 29% 91% Attention to details 79% 21% Extent to which work readiness skills were enhanced during the simulation seminar and classroom/lectures.

Application of soft skills acquired from simulation in the workplace The extent to which students’ participation in the business simulation seminar enabled them to demonstrate different skills during WIL and work places

Students views on how simulation helped them demonstrate different skills during their WIL and/or in their current work places Simulation has improved my decision-making ability, leadership skills and it taught me the importance of time management, which is very crucial in the work place as everything needs to be done in its schedule time period to avoid errors, delays and wasting of resources in the organisation. I have proven that I can adapt at handling multiple tasks on a daily basis competently and at delivering quality work under tight deadlines. Attending simulation helped improve my communication skills. During WIL, I was able to express myself in a large number of people and felt more confident when giving presentations and addressing issues. Attending the simulation has helped me deal with different people of different personality, attitudes and behaviour, and showed me that we as human beings have to adopt and learn to deal or work with different people. I have learned that team work increases success in problem solving as it is easier to arrive to solutions more efficiently and effectively compare to when working alone.

Simulation for WIL preparation 47% respondents have attended WIL preparation workshop 92% of the respondents recommend the use of simulation for WIL preparation hands-on-approach of the work environment and facilitates increased knowledge and understanding of the subject matter. opportunity to practice fundamental skills and apply theoretical knowledge into practice develop career skills to obtain job placement and be ready for the market. 6% of the participants did not recommend simulation for WIL preparation workshops. simulation does not reflect the complexity of the real-life situation and that not all skills required in the industry can be prepared from simulation since different workplaces have different expectations from students.

Framework for the simulation exercise for WIL preparedness To address the concerns on the lack of skills amongst the students To equip students with necessary competencies to demonstrate the desired performance and behaviour during WIL. Depicts the alignment between: learning phase – developing of knowledge, skills and attitude for a specific role, application phase – application of theoretical knowledge, skills and attitude in the work place environment through demonstration of workplace performance.

Virtual work place (learning environments) Change in market situations Analytical skills Problem identification Information gathering Critical thinking Attention to details Business/Organizational Scenarios Application Awareness Planning Teamwork Decision making Application of Technical skills Time management Leadership skills Responsibility Diversity Operation Implementation - Decisions/input Finance R&D Round 2,3,…… WIL readiness skills Round 1 IT HR Admin Sales/Mrkt Operating results/output - Interpretation of results Feedback Listening skills Accountability Assertiveness Self reflection Feedback Reflection on decisions

Conclusion The use of simulations as learning tool can be used For the application of theoretical knowledge before WIL commencement and To create experiential learning opportunities to help students develop employability skills that can be transferred into a ‘real’ working environment. The proposed simulation framework can be used To equip students with necessary competencies to demonstrate the desired performance and behaviour during WIL. The framework can be applied to different simulation programmes depending on the students’ fields of study.

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