Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/4628
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dc.contributor.authorGarraway, James-
dc.contributor.authorHugo, C-
dc.contributor.authorDe Waal, Benjamin-
dc.date.accessioned2016-07-21T07:30:33Z-
dc.date.available2016-07-21T07:30:33Z-
dc.date.issued2014-
dc.identifier.urihttp://hdl.handle.net/11189/4628-
dc.description.abstractThis article is a reflection on the use of scenario analysis to examine the repercussions of offering degrees rather than diplomas in universities of technology. Scenarios are exploratory, discursive tools aimed at promoting discussion and reflection, rather than projections or extrapolations, in order to ascertain the consequences of actions as yet unperformed. In universities of technology, any future degree scenario must engage with the implications of current and changing society and the workplace. The use of scenario analysis is illustrated through a description of degree scenarios in the professional fields of Graphic Design and Emergency Medical Care. Issues of staff readiness, student employability and difficulties emerging from an unprepared society are just some of the issues raised in the degree scenarios. Through designing scenarios, staff are made more aware of the complexities of changing qualifications and can perhaps avoid some of the more obvious pitfalls and also generally adopt a more systematic approach.en_US
dc.language.isoenen_US
dc.publisherUnisa Pressen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/en
dc.subjectFutures studiesen_US
dc.subjectScenariosen_US
dc.subjectQualificationsen_US
dc.subjectDiplomasen_US
dc.subjectDegreesen_US
dc.subjectUniversities of technologyen_US
dc.titleFutures studies and scenarios of degrees in universities of technologyen_US
dc.typeArticleen_US
Appears in Collections:FID - Journal Articles (DHET subsidised)
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