From affirmative to transformative approaches to academic development
- McKenna, Sioux, Hlengwa, Amanda I, Quinn, Lynn, Vorster, Jo-Anne E
- Authors: McKenna, Sioux , Hlengwa, Amanda I , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426651 , vital:72375 , xlink:href="https://doi.org/10.1080/13562517.2022.2119077"
- Description: Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020.“Reframing the Curriculum: A Transformative Approach.” Critical Studies in Education61 (1): 50–65). To be transformative, academic development has to reframe the problem beyond one of poor student retention and throughput. We need to make sense of the conditions from which issues such as poor retention and throughput rates emerge, rather than focusing on mitigating the effects of such conditions within the status quo. Drawing on Fraser’s concept of parity of participation, we suggest that if academic development is to engage in transformative approaches, it needs to adjust the scale of the problem and challenge underpinning assumptions, and thereby review the fitness of universities, curricula and academic development practices for a pluralist society. In sum, a transformative approach to academic development work will entail conceptualising academic development as a political knowledge project.
- Full Text:
- Date Issued: 2022
- Authors: McKenna, Sioux , Hlengwa, Amanda I , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426651 , vital:72375 , xlink:href="https://doi.org/10.1080/13562517.2022.2119077"
- Description: Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020.“Reframing the Curriculum: A Transformative Approach.” Critical Studies in Education61 (1): 50–65). To be transformative, academic development has to reframe the problem beyond one of poor student retention and throughput. We need to make sense of the conditions from which issues such as poor retention and throughput rates emerge, rather than focusing on mitigating the effects of such conditions within the status quo. Drawing on Fraser’s concept of parity of participation, we suggest that if academic development is to engage in transformative approaches, it needs to adjust the scale of the problem and challenge underpinning assumptions, and thereby review the fitness of universities, curricula and academic development practices for a pluralist society. In sum, a transformative approach to academic development work will entail conceptualising academic development as a political knowledge project.
- Full Text:
- Date Issued: 2022
The Rise of the Executive Dean and the Slide into Managerialism
- Authors: McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187139 , vital:44573 , xlink:href="http://dx.doi.org/10.17159/2221-4070/2020/v9i0a6"
- Description: Universities have long been characterised by hierarchical and paternalistic management structures and institutional cultures. Change is therefore to be welcomed but, in contexts where social change is urgently needed, it is possible to mistake a change in any direction as being worthwhile. Around the world, recent shifts in university leadership and management have been towards managerialist approaches that work against a shared responsibility for the academic project. Accusations of managerialism often refer to a general sense that institutions are becoming bureaucratic, or that it is the logic of the market that drives decision-making. But beyond vague complaints, these accusations fail to identify the exact processes whereby managerialism takes hold of the institution. This article hones in on one specific example of institutional change in order to argue that it is implicated in the move towards managerialism: most universities in South Africa have changed from having elected deans, selected by faculty, to executive deans, appointed by selection committee. Crudely distinguished, it can be said that elected deans represent the interests of their faculty up into various institutional structures whereas executive deans are tasked with implementing the decisions of top management down into faculty. This paper tracks the differences between the two forms of deanship through reflections on discussions about such a change at one South African institution, Rhodes University. It analyses the literature to argue that we do not have to choose between patriarchal management and compliance-based managerialism. Instead, we can choose shared responsibility for the academic project.
- Full Text:
- Date Issued: 2020
- Authors: McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187139 , vital:44573 , xlink:href="http://dx.doi.org/10.17159/2221-4070/2020/v9i0a6"
- Description: Universities have long been characterised by hierarchical and paternalistic management structures and institutional cultures. Change is therefore to be welcomed but, in contexts where social change is urgently needed, it is possible to mistake a change in any direction as being worthwhile. Around the world, recent shifts in university leadership and management have been towards managerialist approaches that work against a shared responsibility for the academic project. Accusations of managerialism often refer to a general sense that institutions are becoming bureaucratic, or that it is the logic of the market that drives decision-making. But beyond vague complaints, these accusations fail to identify the exact processes whereby managerialism takes hold of the institution. This article hones in on one specific example of institutional change in order to argue that it is implicated in the move towards managerialism: most universities in South Africa have changed from having elected deans, selected by faculty, to executive deans, appointed by selection committee. Crudely distinguished, it can be said that elected deans represent the interests of their faculty up into various institutional structures whereas executive deans are tasked with implementing the decisions of top management down into faculty. This paper tracks the differences between the two forms of deanship through reflections on discussions about such a change at one South African institution, Rhodes University. It analyses the literature to argue that we do not have to choose between patriarchal management and compliance-based managerialism. Instead, we can choose shared responsibility for the academic project.
- Full Text:
- Date Issued: 2020
The contradictory conceptions of research in historically black universities
- Muthama, Evelyn, McKenna, Sioux
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187183 , vital:44577 , xlink:href="http://dx.doi. org/10.18820/2519593X/pie. v35i1.10"
- Description: Research is conceptualised in multiple and contradictory ways within and across Historically Black Universities (HBUs) with consequences for knowledge production. Under the apartheid regime, research was deliberately underdeveloped in such institutions and this continues to have an impact. We argue that if HBUs are to move from the constraints of the past into the possibilities of the future, there is a need for a thorough understanding both of how research is currently conceptualised, and of the consequences of such conceptions for research output. We used a critical discourse analysis of interviews, documents and survey data from seven HBUs to identify the dominant discourses about the purposes of research. The findings are four dominant conceptions of research that sometimes contradict each other across and within the HBUs. These are research as integral to academic identity; research for social justice; research as an economic driver and research as an instrumentalist requirement for job security, promotion and incentives. These conceptions seemed to emerge in part because of the history of the institutions and create both constraining and enabling effects on research production.
- Full Text:
- Date Issued: 2017
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187183 , vital:44577 , xlink:href="http://dx.doi. org/10.18820/2519593X/pie. v35i1.10"
- Description: Research is conceptualised in multiple and contradictory ways within and across Historically Black Universities (HBUs) with consequences for knowledge production. Under the apartheid regime, research was deliberately underdeveloped in such institutions and this continues to have an impact. We argue that if HBUs are to move from the constraints of the past into the possibilities of the future, there is a need for a thorough understanding both of how research is currently conceptualised, and of the consequences of such conceptions for research output. We used a critical discourse analysis of interviews, documents and survey data from seven HBUs to identify the dominant discourses about the purposes of research. The findings are four dominant conceptions of research that sometimes contradict each other across and within the HBUs. These are research as integral to academic identity; research for social justice; research as an economic driver and research as an instrumentalist requirement for job security, promotion and incentives. These conceptions seemed to emerge in part because of the history of the institutions and create both constraining and enabling effects on research production.
- Full Text:
- Date Issued: 2017
Students’ navigation of the uncharted territories of academic writing
- Bharuthram, Sharita, McKenna, Sioux
- Authors: Bharuthram, Sharita , McKenna, Sioux
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187373 , vital:44626 , xlink:href="https://doi.org/10.1080/18146627.2012.742651"
- Description: Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme’s expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing.
- Full Text:
- Date Issued: 2012
- Authors: Bharuthram, Sharita , McKenna, Sioux
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187373 , vital:44626 , xlink:href="https://doi.org/10.1080/18146627.2012.742651"
- Description: Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme’s expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing.
- Full Text:
- Date Issued: 2012
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