A framework for the holistic assessment of competencies developed through undergraduate work-integrated learning in Environmental Health

Daries, Louella Maria

A framework for the holistic assessment of competencies developed through undergraduate work-integrated learning in Environmental Health

Author(s)

Daries, Louella Maria

Date Issued

2026

Type

doctoral thesis

Publisher

Cape Peninsula University of Technology

Abstract

Work-Integrated Learning (WIL), when used in discipline-specific programmes in Higher Education (HE), presents specific benefits to students, industry and the professions, such as enhanced employability, professional identity formation, discipline-specific competence development and such. Notably, literature indicate that the assessment of WIL, regardless of the modality in which it is present in the programme, is complex and challenging. The challenges present in assessing WIL vary between programmes. Among others, challenges are fuelled by broad and non-specific competency definitions in the curriculum, narrow credentialling criteria by professional bodies, and ambiguity in competency descriptions and - criteria for achieving the goals of the discipline. An Environmental Health (EH) undergraduate professional degree programme, offered at a University of Technology (UoT) in South Africa, includes WIL, in the form of workplace-based learning (WBL) as part of its qualification. This programme, by way of its curriculum, does not clearly and explicitly describe competency criteria. Furthermore, it’s curriculum does not provide definitive proficiency levels to inform judgement of student competency. The EH WIL role-players do not form part of the assessment of competencies developed by students due to WIL. The role-players include the EH WIL student, who recognises the competencies needed for success, and their WIL supervisors, who nurture, provide guidance, and feedback on competency gaps and ways to attain and enhance these. The assessment is undertaken by the academic(s) only and is informed by broad and vague assessment criteria for WIL in the EH curriculum. Additionally, the WIL component—in its entirety—is guided and strictly monitored by its professional body, focusing on time-based exposures to the mandated duties and functions of the EH profession. Consequently, the academic assessment of WIL is aligned to the professional body credentialling criteria. The premise of this thesis was that the current assessment of WIL in the EH programme is not holistic, as it does not assess the full range of competencies developed by EH students in the workplace. The study sought to understand exactly what the competencies are that students develop and/or acquire during WIL, and which their WIL supervisors observe emerging in them. This research employed a qualitative design, using purposive sampling and employed a variety of data-collection methods. The data was collected through individual interviews, document analysis and focus group discussions to obtain in-depth insights of participants’ experiences and opinions. The data analysis was guided by Legitimation Code Theory’s (LCT) Specialization dimension. A Specialization translation device was developed and applied, to the data to enhance the strength of the analysis. The results thereof informed what is legitimised as competence to practice EH and by whom it is legitimised. Additionally, tension between the classroom assessment emphasis, workplace competencies emerging in the students, and the professional credentialling focus was confirmed. This analysis furthermore demonstrated that the EH profession is situated in an elitist code on the Specialization plane. Consequently, the current assessment of WIL must include both knowledge and knower components in its assessment of competence developed due to WIL. This research resulted in the development of a holistic assessment framework for WIL which can be adapted for numerous contexts in the EH profession. The current assessment emphasis is narrow in its focus on the competencies needed for EH practice, and overlooks the full range of competencies comprised of specialised knowledge, technical skill and practitioner relational disposition. The relational disposition includes professional values and attitudes, necessary to achieve the EH goals. The full competency range underpins entrustable professional activities (EPAs), which refer to fully and confidently entrusting the mandated duties, functions, and roles to the EH graduate. The assessment framework may therefore be easily adapted by the EH professional body for credentialling independent EH practitioners.

Additional information

Thesis (DPhil (Environmental Health))--Cape Peninsula University of Technology, 2026

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