Learning orientations of students in an African developing country: Implications for knowledge transfer.

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dc.contributor.authorRas, P. J.
dc.contributor.authorOlivier, Neavera
dc.contributor.authorTjivikua, Tjama
dc.contributor.authorGrundling, J. P.
dc.date.accessioned2010-08-20T11:04:17Z
dc.date.available2010-08-20T11:04:17Z
dc.date.issued2002
dc.descriptionInternational Conference on Entrepreneurship (1st : 2002 Oct. 3-4 : Pretoria, South Africa)en_US
dc.description.abstractThis case study investigated the impact of two principle learning orientations of students (grading orientation vs. learning orientation ) In order to evaluate their readiness to make a contribution to address the ever-increasing demands of society. The study revealed that students are aware that a learning orientation is preferred, and that their study behaviour is indeed learning oriented.en_US
dc.identifier.citationRas, P. J., Olivier, N., Tjivikua, T., & Grundling, J. P. Learning orientations of students in an African developing country: Implications for knowledge transfer: Paper presented at the 1st International Conference on Entrepreneurship, 3-4 October 2002, Pretoria, South Africa.en_US
dc.identifier.urihttp://hdl.handle.net/10628/183
dc.language.isoenen_US
dc.publisherTechnikon, Pretoria & NUSTen_US
dc.subjectKnowledge transfer - Africa
dc.subjectLearning and scholarship - Africa
dc.subjectGrading and marking - Africa
dc.subjectEntrepreneurship Conference, 2002, Pretoria
dc.subjectConferences and workshops
dc.titleLearning orientations of students in an African developing country: Implications for knowledge transfer.en_US
dc.typeArticleen_US

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