Teaching methodology

I am currently responsible for teaching the full-time classes of two compulsory third-year Information Systems modules (IS Strategy formulation, IFS 361 and Enterprise Architecture and Infrastructure Management, IFS 362). From the 228 students who responded in 2022, this accounts for 82% of the student base.

The largest percentage (55.3%) of students were male, with 87.3% of students aged between 18 and 24 years old. These students are from the net generation (born in the year 1980-2003) and only 2% were Baby boomers (born in the year 1966 – 1976). According to Bullen & Morgan (2016) “The net generation is digitally literate, connected, social, and has a preference for experiential learning and immediate feedback”.

Currently, the traditional methods of teaching have received criticism for not being aligned to the needs of students. The use of traditional methods and utilising outdated pedagogies are still used by a majority of educators (Nedelcu 2012). The traditional teaching methods assume that students all learn at the same pace and are able to understand the work in depth after being taught (Schwerdt and Wuppermann 2011; Tapscott 2010). Whilst the net generation “prefer new learning methods that are based around their generation structure, such as methods that are more technology based” (Bullen and Morgan 2016). This can lead to boredom and demotivation because students seek more interaction and engagement (Handelsman et al. 2005).

Group Assignment Instructional Video

Graduate unemployment in South Africa highlights the need for students to gain practical experience and skills during their time with the institution (Statistics South Africa, 2018). Therefore, the University of the Western Cape’s (UWC’s) Charter of Graduate Attributes was developed and has been engaged with to varying degrees within faculties and departments. A need to focus on the implementation and deepening of the embedding of the graduate attributes and the alignment of the curriculum plan, revision, establish and align academic programmes has been identified as a priority for the institution in the 2015 - 2019 framework (University of the Western Cape (UWC), 2016).

This year, the Covid-19 scenario was used as a means for students to consider alternative forms of employment. The group assignment presented students with the opportunity to create products or services, using Stanford’s design thinking process (empathise, define, ideate, prototype and test) (d.school, 2013). Design thinking aided the development of 4IR skills such as technical skills, critical thinking and problem-solving (Yusuf, Walters & Sailin, 2020). The increased focus on entrepreneurship allowed students to implement strategies for their start-up businesses rather than just focusing on the analysis of other companies’ strategies. 

The use of design thinking and an industry-standard, Business Model Canvas (BMC), allowed students to generate a succinct one-page business plan to start their entrepreneurial journey (Sarooghi et al., 2019).

Prior to the Business Analysis (IFS 231) and Systems Delivery Management (IFS 233) course redesign, the industry standard of UML (Fernández-Sáez, Chaudron & Genero, 2018) was not used. Students were also not expected to generate a Business Requirement Document (BRD) as an output although this is the minimum requirement for an entry-level Business Analyst position.

Scaffolded learning is used to ensure continuity between the IS Strategy formulation course (IFS 361) and Enterprise Architecture and Infrastructure Management (IFS 362). Students are exposed to Service Orientated Architecture as a method to implement their products and services via mobile applications prototyped in IFS 361.

My teaching needs to take into consideration the lack of financial, emotional and psychological resources available to some of them. Some of my students have been pregnant, victims of violence and unable to afford to come to class. So I am not only a lecturer, I am often a counsellor, a mentor and a motivator. Often I am the one who gives tough love and they may not appreciate it or understand it when I push them to do better. This is because I honestly care enough to want only the best for them. 

The following email was obtained from students who were assisted and obtained job offers and a bursary.

Good afternoon ma'am,

I hope this message finds you well. I am writing to express my heartfelt gratitude for the numerous opportunities you have extended to IFS students. I had the privilege of being a student in your IFS361 class last semester, where I also served as the class representative. Even after completing the module, your continued support and communication regarding opportunities have been invaluable.

Thanks to your guidance, I had the opportunity to participate in the Women in Tech program, attend AWS classes with a fully funded exam, and experience Sanlam's SDDA job shadow program. Today, I am thrilled to share that I have received a job offer from Sanlam for their SDDA academy. Your contributions have played a significant role in shaping my final year of university, and for that, I am truly grateful.

Once again, thank you for your unwavering support and dedication to the growth and success of students like me. God bless you.

Warm Regards,

Dhara.

Good day ma'am

I trust that this email finds you well.

Thank you for playing an essential role in my life and helping me discover this opportunity. I have been accepted to Sanlam's Data and Digital Academy. Additionally, I would also want to recognize that you really did try your best to help final-year students with employment next year and it does not go unnoticed. I may be just another number at the university but you do help change lives.

Much appreciated,

Alex

Dear Ms Petersen

I hope you are well. The interview went extremely well. I received the job offer the same day for a Junior Analyst role, however they want me to sign by Friday 3rd and I have an interview with Old Mutual on Friday 3rd for the Business Analyst role as well as second interviews with Pick n Pay of which there are no current dates thus far.

I would appreciate your help in terms of advice on what to do. I feel I would like to go to KPMG or Old Mutual as they are two good companies to gain exposure into various industries in the market. Pick n Pay I feel is restricted as it focuses on the retail supermarket industry and supply chain. Could I tell HR that I have interviews with various organisations and I would need time? I would not want to miss out on the opportunity.

Once again thank you so much for helping me in terms of my CV and all the advice. I could not thank you enough.

Kind Regards, Jason

Hi Mrs Petersen

I just want to thank you for sending us all these opportunities. I received a full bursary through the bursary opportunities you kept on forwarding to us and I have an interview next week for an internship.

I thank you so much, please continue doing the great work

Kind Regards,

Vuyokazi Matomela

The following was an email received from one of my students whom I have been assisting to develop his application.

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Hi Mrs Petersen

My name is Thomas Chauke, a final year student studying Bsc in computer science. I was in your class last semester I learnt a lot and decided to put it into practice.

I have developed an online system called findavarsity.co.za allows learners to calculate aps scores and shows which faculties they most likely qualify for, soon moving to courses.

The system was launched 3 months back and it has been used by over 1000 learners and continues to grow every day with new users both students and learners. It  has  a  Q&A platform such as quora.com or stackoverlfow.com which is m.findavarsity.co.za

They often come back after they’ve graduated and are employed to say thank you. On occasion, I received messages like the ones on the right as evidence that my work and mentoring are achieving my desired results.