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Linda de Vries
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Autonomous learning
Entrepreneurial Orientation
Group learning
Application in real world
Graduate attributes
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Ramontja, K{2005). Step versus SIFE –Credit
bearing versus non credit bearing courses
Oxford, Herrington, and Wood {2004) GEM
reports- Educational impact on entrepreneurial
activity
Gibb (2996)- Model of entrepreneurship
education that ahs wide appeal
Sullivan and Thomas ( 2007) Increasing pressure
on learning institutions that desired learning
outcomes.
Minster of Higher Education ( 2013} role of
higher education to contribute to entreprenial
development
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Components
READING CHALLENGE /
Autonomous and collaborative/ Interpersonal flexibility and
confidence to engage across difference/
Skilled communicators
Work effectively with others as a member of a team, group,
organisation or community.
Inquiry-focused/ Critically and relevantly literate/
Interpersonal flexibility and confidence to engage across
difference
Collect, analyse, organise and critically evaluate information.
Ethically, environmentally and socially aware and active
Organise and manage yourself and your activities responsibly
and effectively.
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Inquiry-focused
Describe and/or demonstrate an
understanding of importance of
entrepreneurship to the economy of
a country and the challenges
associated with entrepreneurship and
how to address those challenges.
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Critically and relevantly literate
Conduct research using the library,
the web and visit to (observe and
question) any entrepreneur within
your community or region and also
other opportunities in the economy.
Use the internet and MS Word to
complete tasks.
Research for group assignments
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Apprentice Challenge
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Ethically, environmentally
and socially aware and
active
Autonomous and
collaborative learning
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Skilled communicators
Interpersonal flexibility
and confidence to
engage across difference
Work productively in
groups
Graduate attributes
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Process
Content
Facilitator of learning(educator/lecturer
/tutor}
Student
Apprentice challenge –process accomplishes
multiple goals for both student and educator
as part of the learning process
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Two groups of students –undergraduate and
postgraduate students
Linked to specific industry
Required- macro analysis, research both
secondary
Primary research
Group work
Developing new strategies -future
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Technology challenges
Mobile handsets
Computers
Access to social media
Outcomes based
education
Process and variable on
learning are different
with respect to
Curriculum
Immediate generation
Value diversity and
ensure participation of all
Technology savvy,
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Class of 2014 -1994
Assumption –more
critical
Informed
Wider read
Especially –licence and
cars
Context of the
challenge would be
relevant
Job creation, Income generation and
infrastructure Job creation, Income
generation and infrastructure
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Social Network
Friendship
Value
Competition
Credit bearing- weights towards final mark
Non credit bearing-voluntary componentprestige, awards, possible job opportunities
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Kolb (1984/ and 1985) learning styles and
learning orientations
Curriculum orientations
Time and resource balance
Feedback and assessment
Reflections
Different higher order critical analysed
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Chaos theory learning faster and (de Guess)
systems theory – increase and faster learning
versus small incrementalisms
Faster development of constructs and content
Development of leadership and specific role
portrayals
Assessment of relevance important
Practical and employability increased
Exposure for mutual benefit both student and
organisation
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Wow factor top team competing
Specific task for business
1 day to research and present solutions
5 teams understood tasks, theory an practical
relevance
Company sponsored all 5 teams plus had tow
job opportunities
Implemented all 5 ideas of the students
Graduate attributes dev
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Challenges
Engage group
Exposure to others
Peer group learning
Dealing with examination –rote learning
mindsets
Dealing with spoon feeding , textbook and
narrow learning expectations
Minimum input versus maximum output
Module –selection often for completion of
credits not because of interests
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Develop a strategy for entry into new
emerging markets. (Information gathering,
assessment , evaluation and reflection)
Determine if there is a market potential
(Critical orientation)
Determine perceptions of consumers owned
cars versus us new cars ( Insight, comparison
and evaluation)
Consider the possible opportunities an dhow
to exploit them ( Continuous learning,
engagement and relevance )
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Autonomous learners
Methodology spider web approach of inter
related learning
Exploratory research
Action research cycle Reflection essential
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Impacts student securities
Shake their comfort zones
Does not follow a linear approach to learning
Nothing can be written off
Learning remains dynamic and no static
Often seen as unorganised
Building blocks not in specific order
Interrelatedness of knowledge
Oscillation between a theory and practice
Research skills:
 Primary and secondary research
 Limitations and challenges
 Importance
 Analyse and statistics
 Can numbers lie??
 Questionnaire development
 Time challenges linked to research
 Balance between money time and sample size
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Hi Prof,
I would like to take the to firstly thank you and Shihaam for the knowledge transfer and support in
making this awesome subject, so interesting and exciting during this few months. I was amazed at how
you and your team displayed the passion and lived the brand of the subject and UWC as a whole,
during this short time. I must commend you for the level of insight and knowledge you brought along
with you to the lectures. I would get lost in every Marketing lecture. It was like a favourite TV series I
was watching. I could not wait for the next episode.
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So here are my positive experiences and observations.
As I mentioned before, the subject knowledge and experience that filled the room when you walk in,
was out of this world. Your simplistic approach demystified most of the complexed theories and
concepts and was followed through since the introduction to the course. The spontaneity of the
lectures displayed in class was the very nature of a true marketer. I can agree, the prescribed book,
could not have been a better choice. The theory and practicality was perfectly displayed and is a
valuable resource in my marketing toolbox.
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Here are my personal challenges I have with the course.
Time is always a huge challenge for a part time student. I could not properly emerge myself in the
details and content of the course as I would have loved too. Maybe longer does not make it better. I
must say it all coming together now. I feel that the classes should be not be mixed with various other
levels but rather directed at one particular level to accommodate and cater for the particular target
audience’s learning needs, e.g. ADM students. This will allow for more engagement and improve the
understanding of key marketing concepts.
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But to crown my experience and value gain….. truly an out of world experience!
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Thank you so much for the opportunity!
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Jerome Hewitson
3414748@myuwc.ac.za
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Group forming and value of diversity
Quality of team members and the value of
other
Need to be open for other views
Challenges for process of group forming,
storming, forming and ignoring group think
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Second year students doing the Entrepreneurship module (MAN 201) and Honours students doing Marketing Strategy 702 must form
teams of 5 students (maximum) each. Each team should reflect diversity across sex and racial groups as far as possible.
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Register your team by sending the full names, student numbers and cell numbers to studev@uwc.ac.za AND your lecturer (email address
to be confirmed) by Monday, 21 July 2014, 14h00.
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Task 1.
Compile an overview (maximum 4 x A4 typed pages) of the used retail motor vehicle industry in South Africa. Include, among other, the
scope, performance, prospects, challenges, consumer behaviour, financing options and any other relevant information that the team can
identify that will add value to your report.
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Task 2.
Attend a Presentation at 13h00 on Monday, 28 July 2014 in GH2 by Wingfield Motors, a leading used car dealership on the used car
industry in general and the dealership as a case-study. Presenters:
Martin Lotz (Dealer Principal, Goodwood), Johan White (Dealer Principal, Kuils River)
Kholwani Ndlovu & Zolile Frans (Field Sales Representatives), Rene Geyser (Marketing Executive).
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Attend the Promotion by Wingfield Motors of their products and services at 12h00 – 14h00 on Tuesday,
29 July 2014 outside the Student Centre. Student Team members should use this opportunity to engage with staff and students towards
their survey. Wingfield Motors will have cars, gazebos and feather banners. They will be giving out cold drinks and freebies.
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Task: Wingfield Motors wishes to explore the UWC community (staff and students) as a potential market for their products and services.
Conduct a survey among these two target groups to inform a marketing strategy for the company and compile a report which must be
handed in with your report of Task 1.
Deadline for both reports: 14h00, Monday, 4 August 2014.
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These reports will be marked and points allocated towards your Continuous Assessment mark for this module. Marks published by
Monday, 11 August 2014. The four teams with the highest marks will be invited to participate in the 2014 UWC Apprentice Challenge.
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PHASE TWO FOR TOP FOUR TEAMS
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The four teams with the highest marks will be invited to participate in the 2014 UWC Apprentice Challenge.
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How will the Challenge help you?
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Apply theory to practice
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Develop employability skills
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Real learning
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Enhance teamwork & decision-making skills
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Enhance your CV
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Have fun and win prizes (1st: R5000; 2nd: R2000; 3rd: R1 000. Certificate of participation for all students from Wingfield Motors).
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Consultation with teams : 13h00, Wednesday, 13 August, Venue - GH3.
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Apprentice Challenge
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Team Preparation : Friday, 22 August, 8h30 – 16h00, Venue - Office for Student Development, University Centre, Level 1, next to cafeteria/lift.
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Team Presentations : Friday, 22 August, 16h30 - 18h30, Venue – Industrial Psychology Lab, EMS building, Level 2 to adjudication panel.
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(If required, letters can be provided to your lecturers requesting permission for your absence from academic work on the day of the Challenge.)
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Tasks prior to the Apprentice Challenge
Preparatory work: Teams must prepare for the Challenge by identifying one disadvantaged township community in Cape Town and collate pertinent information about the nature
and composition of that community (psycho-social-economic-political-cultural-geographic-spatial-infrastructure-resources-future plans; buying habits, etc.). Any relevant
information you can obtain could be useful including Statistics S.A. reports and other consumer surveys. Your report from Phase 1 will also be useful. Also, compile a template
for a business plan and marketing strategy.
A Collaborative Project of the Office for Student Development and
School of Business and Finance
(Prof Linda De Vries)
PHASE TWO FOR TOP FOUR TEAMS (cont.)
Task at Apprentice Challenge
Wingfield Motors is the number one used car dealership in Cape Town with branches in Goodwood and
Kuilsriver and over 200 cars on their showroom floors. They are involved in the community and often sponsor
sports teams and needy institutions. Generally, there are very few car dealerships in the townships of Cape
Town. This provides Wingfield Motors with a business opportunity to promote and market their business and
services. They are working on a project called the Township Connection where they want to “take the
showroom to the people” by educating the public about buying and maintaining a car.
Teams of 5 students each (from Phase 1) will compete in a realistic simulated business scenario of marketing
strategy and operations.
Task 1. Provide a marketing strategy and business plan for Wingfield Motors’ Township Connection
Campaign in the local township which your team identified. This should be compiled in a PowerPoint slide
format.
Task 2. Provide WoW and effective ways of advertising the Campaign across Cape Town (such as busses,
bill boards, glasses, ice buckets, etc.).
Task 3. Design a concept advertisement for use on busses and bill boards using the images and slogans
provided by Wingfield Motors. Attached you will find the stencil in which the artwork must be done for the
busses as well as our logos. Their slogans are: “Driven by Trust; Yes We Can; We’ll Make It Happen”.
Somewhere in the advertisement, the words “We bring the showroom to the people” must be present in
Xhosa.
Copies of your presentations will be given to Wingfield Motors for their further use.
16 July 2014
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Task at Apprentice Challenge
Wingfield Motors is the number one used car dealership in Cape Town with branches in Goodwood and Kuils River, and over 200 cars on
their showroom floors. They are involved in the community and often sponsor sports teams and needy institutions. Generally, there are
very few car dealerships in the townships of Cape Town. This provides Wingfield Motors with a business opportunity to promote and
market their business and services.
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Wingfield Motors is planning to open a showroom in an industrial area in the future. They are working on a project called the Township
Connection where they want to “take the showroom to the people” by educating the public about buying and maintaining a car.
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The four top teams from Phase 1 will compete in a realistic simulated business case-study of marketing strategy and operations. There
are 3 tasks to complete for this Challenge.
Task 1. Provide a marketing strategy and business plan (PowerPoint slide format) for Wingfield Motors’ Township Connection Campaign
in the local township that your team identified.
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Task 2. Provide WoW and effective ways for Wingfield Motors to advertise the Campaign across Cape Town (such as busses, bill boards,
glasses, ice buckets, etc.) and motivate your choices.
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Task 3. Design concept advertisements for Wingfield Motors (not the actual ad as you are not graphic designers; just the brief/ideas to
a prospective designer) for use on local busses and bill boards using their images and slogans as provided.
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Attached is the stencil for the artwork for the busses, and Wingfield Motors’ logos and slogans to be included on different ads: “Driven by
Trust; Yes We Can; We’ll Make It Happen”. Somewhere in the advertisement, the words “We bring the showroom to the people” must be
present in Xhosa. While you have ‘an open cheque’ for marketing this campaign, your budget projections must be well motivated and
reasonable.
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Presentations to Panel: 30 mins per team; PPT presentation, Q & As with panellists.
Copy of presentations will be given to Wingfield Motors for their further use.
13 August 2014
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All three components were compulsory
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Students CAM and Final marks substantially
improved
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Understanding of prior learning and relevance
in future learning
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Graduate attributes developed
Autonomous and independent learners
Phase One for Academic Credit – COMPULSORY 12%
Students doing Marketing 554/ 620/ 754 must form teams of 5 students (maximum) each. Each team
should reflect diversity across sex and racial groups as far as possible.
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Task 1. 2%
Compile an overview (maximum 4 x A4 typed pages) of the retail sector for books in South Africa.
Include, among other, the scope, macro environment, prospects, challenges, consumer behavior,
financing options and any other relevant information that the team can identify.
Task 2. Report: 4%
Task: A book retailer wishes to explore the UWC community (staff and students) as a potential
market for their books, reading materials, as well as stationary and electronic readers, maps etc.
Conduct a survey among these target groups to inform a marketing strategy for the company and
compile a report which must be handed in with your report of Task 1.
Task 3: 6% - Submit a detailed marketing strategy.
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Special notes for the Challenge
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Note 1
A theoretical approach, supported by practical applications from interviews is required in answering the
questions. Your typed work should be of a maximum of six pages excluding the cover pages. The
restriction is for you to prepare a quality essay and not to include irrelevant information.
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Note 2
Assignments must be typed using preferably the Times New Roman 12, or Ariel 12 font. Include a
cover sheet, detailed table of content, proof of research with appropriate referencing to sources used in
text and bibliography.
Note 3
Your facts and data should be collected from the library, current business periodicals, annual reports,
and interviews with professionals (such as marketing managers), the Internet and search engines, and
other secondary sources.
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Evaluation of the process for students
participants
Impact on curriculum content and context
Complex learning
Learning styles
Critical graduate attributes
De Vries, LER (2003): Youth and Entrepreneurship. International Small Business Conference. Dublin, Ireland.
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(2002). The challenge of developing an entrepreneurial culture within a curriculum for transformation - South Africa as a case.
Southern Africa Entrepreneurship and Small Business Association Conference
Entrepreneurial SMEs and Strategic Relationships: Making the Connections Proceedings. 4-6 August 2002 Sun City South Africa.
De Vries, LER (2002). The challenge of transformation within the regulatory environment of the gambling industry- role within the Southern African environment. Trade and Industry
Policy Secretariat Conference (TIPS) Proceedings. Glenburn Lodge. Gauteng.
De vries, LER (2002). The challenge of developing Youth Well Being indicators through entrepreneurial transformation - South Africa as a case. International Conference on Well Being
of Children. Eskom Conference Centre. November 2002. Gauteng.
De vries, LER (2002). Introducing European Union as a Trading Bloc with specific reference to a Global Business curriculum- lessons learnt and observations from a disadvantaged
graduate class! European Studies Association Annual Conference proceedings. Port Elizabeth University. Port Elizabeth.
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(2001): Entrepreneurship Development in South Africa- AIC conference
proceedings. Pretoria
De Vries, LER (2001): Empowerment and curriculum Initiatives- South Africa as a case. International Conference of Contemporary Business and Management. Brussels, Belgium.
De Vries, LER (1999) - Perspectives on Empowerment: Tips Forum. Department of Trade and Industry. Co- author. Glendrift.
De vRies, LER (1999) - Entrepreneurship Development and Economic Literacy. National Congress of the Family and Consumer Society. Conference Proceedings. University of
Potchefstroom.
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(1995). Developing Economic awareness and preparedness Economics - Journal for teachers of the Economic Science. ISBN 1011-5005
(1995). Cost Benefit Analysis of the optimal utilization of Women. GASAT publication. Gender and Science and Technology conference proceedings-India, Ahmadabad. India.
(1994). Developing economic awareness and economic preparedness within the primary school curriculum: towards multicultural education in South Africa. Co-author with J. M.
Smith. Paper published in edited (J. L. van der Walt) proceedings of Multicultural Education: New Challenges for South Africa, Potchefstroom University for Higher Education,
Potchefstroom, 1994.
(1994). Gender Stereotyping - A study of student perceptions. Best Paper Proceedings Atlantic Economic Journal Volume 4, No. 2. July 1994
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(1994). Does a change of name reflect a transformation in the Department of Management? A.D. ISSUES (2\2). University Western Cape. Psalty Printers
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(1994) Marketing of the Public Library’s information service. The Cape Librarian May p34-36.
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(1994). Gender Stereotyping - A study of student perceptions. Best Paper Proceedings Atlantic Economic Journal Volume 4, No. 2. July 1994
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(1994). Does a change of name reflect a transformation in the Department of Management? A.D. ISSUES (2\2). University Western Cape. Psalty Printers
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(1994) Marketing of the Public Library’s information service. The Cape Librarian May p34-36.
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(1993) With J. M. Smith. Developing Economic Awareness and Economic Preparedness. National Conference for Economic Teachers -- Broederstroom October 1993.
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(1993) Teaching Marketing Research as a Methodology for Action Research. International Marketing Educators Conference - Bali, Indonesia, 14-16 April.
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(1993) Gender Stereotyping in advertising - A Preliminary study. National Marketing Educators Conference - Durban, Natal 1-3 September.
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(1993) with Ackerman, H; Naidoo, H; Nkulu, AR; Nkulu, AH; Englebrecht, G; Makabele, Z. Reflections on the process of action research as a methodology for teaching marketing
research. Finding our Voices SAAAD Conference - University of the Western Cape 1-3 December.
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Khutso, R (2005). Student Development –
Entrepreneurship at University. Masters
Thesis. UWC (Supervisor-Lde vries)
Webster and Hackley, P ( 19970. Teaching
effectiveness .... Academy of Management
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group Teaching. Ad cadmic Dev Journal.
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De Vries , LER (2013 ): Entrepreneurship in South Africa.
In Nieman (et al.) Van Schaik Publishers
2011 : International Marketing ( Oxford University Press)Author of 2 Chapters
2009: Business Management – A Fresh perspectiveCustom edition Pearson Publishing ( 5 chapters )
2007: People Management –A Fresh Perspective. Pearson
Publishing. (5 chapters)
2005 - Business Management-A Fresh Perspective.
Pearson Publishing. ( 5 chapters)
2003: Entrepreneurship in South Africa. In Nieman (et al.)
Van Schaick Publishers.
(2002). Entrepreneurship Development: The challenge for
Transformation. In South Africa since 1994. Lessons and
Prospects. Edited by: Buthelezi, S and Le Roux, E. Africa
Institute of South Africa. ISBN 07 983 01 53 8. P.3-21.