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Since 2005, the University of Cape Town’s Department of Construction Economics and Management has run a community build activity which was inculcated into the curriculum. The community build model vacillated between facilitated community builds to student-activated community builds. Each model has had its’ own unique advantages and disadvantages, but all of them need four crucial inputs: an educational champion (or two or more); a safe working environment; an experienced, enthusiastic and embracive volunteer-appreciative facilitator or client body and rigorous pre-planning. The service learning activity adopted Hackman and Olsham’s job characteristic model that list five core dimensions namely skill variety, task identification, task significance, autonomy and feedback, that should be present to achieve work motivation on service learning projects. However, the skills are basic, typical of those executed by general workers and not artisans. The knowledge acquired regarding construction technology is traditional, typical of those applied in the construction of low-income housing, or elementary renovation projects. This self-reflective study, based on nearly twenty years of community build experience, explores how the community build, through the drafting of a Teaching philosophy statement (TPS), could plan how to integrate the knowledge and skills needed by the Fourth Industrial Revolution (4IR) within the context of the construction industry to the benefit of students and the community.

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Service Learning 4.0—What Knowledge and Skills Do Students Learn on Workplace Learning Activities Built into the Curriculum and How Do These Need to Adapt for 4IR?

  • 会议论文

  • 发表日期：

    2025年

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  • Karen Le Jeune,
  • Krystle Ontong,
  • Mark Massyn

摘要

Since 2005, the University of Cape Town’s Department of Construction Economics and Management has run a community build activity which was inculcated into the curriculum. The community build model vacillated between facilitated community builds to student-activated community builds. Each model has had its’ own unique advantages and disadvantages, but all of them need four crucial inputs: an educational champion (or two or more); a safe working environment; an experienced, enthusiastic and embracive volunteer-appreciative facilitator or client body and rigorous pre-planning. The service learning activity adopted Hackman and Olsham’s job characteristic model that list five core dimensions namely skill variety, task identification, task significance, autonomy and feedback, that should be present to achieve work motivation on service learning projects. However, the skills are basic, typical of those executed by general workers and not artisans. The knowledge acquired regarding construction technology is traditional, typical of those applied in the construction of low-income housing, or elementary renovation projects. This self-reflective study, based on nearly twenty years of community build experience, explores how the community build, through the drafting of a Teaching philosophy statement (TPS), could plan how to integrate the knowledge and skills needed by the Fourth Industrial Revolution (4IR) within the context of the construction industry to the benefit of students and the community.