1. 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

2. 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.

3. 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).

4. 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).

5. Theoretical Framework

6. 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.

7. 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.

8. 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.

9. 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

10. 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.

11. 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.

12. 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.

13. 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

14. 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.

15. Tell me and I will forget
Teach me and I will remember
Involve me and I will learn
- Ben Franklin