an investigative analysis of the psychological characteristics and job ...

questionnaire consisted of dichotomous questions that indicated an unmistakable division. Scope
was left for the addition of the respondents' own alternatives by adding spaces for "other" and
"comments". This questionnaire was based on a review of previous research and investigations
focusing on all the elements of co-operative education and the possible best practice of each as
discussed in 3.4.1.
A panel consisting of at least fifteen members (representatives of academia, mentors from industry
and/or commerce as well as students or alumni who had completed their experiential learning
component each having an active association with co-operative education) were recruited to
elialuate the proposed instrument for its ability to measure the identified variables. It was expected
of the panel to render qualitative feedback on apredetermined scale, each level being specifically
defined in a covering document This feedback was used to provide input for the design of a final
instrument This was done by subjecting the feedback to an intense review in a statistical as well
as semantic manner.
The Situation Analysis Questionnaire was then administered to arandom sample of the following:
• Attendants of the 2001 WACE (World Association for Co-operative Education) conference.
• Attendants of the 2002 SASCE (South African Society for Co-operative Education)
conference.
• CELs at the Cape Technikon.
• Cape Technikon co-operative education students.
3.4.3 Final Questionnaire
The Rna! Questionnaire (Appendix Cl was then constructed according to the insights gained from
the Situation Analysis Questionnaire. The Rnal Questionnaire is self-administerable.
The questionnaire contains clear and precise instructions on how to answer the questions. The
questionnaire is divided into logical sections according to the following subjects:
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