Study South Africa
- International Education Association of South Africa (IEASA), Higher Education South Africa (Organization), Kishun, Roshen
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2007
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65090 , vital:28685 , ISBN 9780620391634
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa. , 7th Edition
- Full Text:
- Date Issued: 2007
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2007
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65090 , vital:28685 , ISBN 9780620391634
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa. , 7th Edition
- Full Text:
- Date Issued: 2007
Knowledge and knowing in the public management and public administration programmes at a comprehensive university
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
- Full Text:
- Date Issued: 2014
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
- Full Text:
- Date Issued: 2014
In search of the African voice in higher education: the language question
- Authors: Kaschula, Russell H
- Date: 2016
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Educational change -- South Africa , Education, Higher -- South Africa , Multiligualism , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59274 , vital:27539 , http://dx.doi.org/10.5842/49-0-658
- Description: This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards Africanisation and transformation with particular reference to Rhodes University, which serves as a case study. Although many universities now have language policies in place and are part of an enabling policy environment, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. It is argued in this article that implementation of policy, including university language policies, is now a key indicator for two levels of transformation; namely the more superficially visible or visual representation transformation, as well as deeper curriculum transformation through appropriate language usage. It is the latter form of transformation that largely eludes the contemporary South African university, whether these are historically black universities (HBUs) or historically white universities (HWUs). With the exception of a few best practices that are highlighted in this article, it is argued that transformation of the curriculum remains a long-term process, in the same way that language policy implementation is an ongoing process and requires commitment at all levels of university managerial and academic culture. The African voice in higher education remains an elusive one; though it is gaining ground, as evidenced by the recent removal of the Cecil John Rhodes Statue at the University of Cape Town. Furthermore, there is evidence of selected ongoing curriculum and pedagogic transformation, as presented in this article.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H
- Date: 2016
- Subjects: African languages -- Study and teaching (Higher) -- South Africa , Educational change -- South Africa , Education, Higher -- South Africa , Multiligualism , Language and languages -- Study and teaching
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/59274 , vital:27539 , http://dx.doi.org/10.5842/49-0-658
- Description: This article seeks to understand what South African universities are doing by making use of language as a tool or as an enabling voice towards Africanisation and transformation with particular reference to Rhodes University, which serves as a case study. Although many universities now have language policies in place and are part of an enabling policy environment, when it comes to using language as part of transformation and asserting an African voice, there are still policy implementation challenges. It is argued in this article that implementation of policy, including university language policies, is now a key indicator for two levels of transformation; namely the more superficially visible or visual representation transformation, as well as deeper curriculum transformation through appropriate language usage. It is the latter form of transformation that largely eludes the contemporary South African university, whether these are historically black universities (HBUs) or historically white universities (HWUs). With the exception of a few best practices that are highlighted in this article, it is argued that transformation of the curriculum remains a long-term process, in the same way that language policy implementation is an ongoing process and requires commitment at all levels of university managerial and academic culture. The African voice in higher education remains an elusive one; though it is gaining ground, as evidenced by the recent removal of the Cecil John Rhodes Statue at the University of Cape Town. Furthermore, there is evidence of selected ongoing curriculum and pedagogic transformation, as presented in this article.
- Full Text:
- Date Issued: 2016
The tertiary education institution of the future towards 2030: scenarios for skills transformation
- Authors: Chikoti, Patrick
- Date: 2019
- Subjects: Education, Higher -- South Africa , Universities and colleges -- Administration Education, Higher -- Aims and objectives -- South Africa Education, Higher -- Economic aspects -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/37958 , vital:34274
- Description: The research methodology used in this research was comprised of Inayatullah’s Six Pillars of Futures Studies, in which emphasis was placed on scenario planning and the creation of alternative scenarios for the tertiary education institutions in South Africa towards 2030. An environmental scan revealed the drivers of change in the education sector and in the world of work. Deepening of the future of education was done through Causal Layered Analysis (CLA) to facilitate the discerning of issues from various viewpoints in the creation and expansion of transformative stories so as to provide a window into possible futures for skills transformation. The four scenarios for the tertiary education institution of the future, namely “Stairway to Heaven”, “Highway to Hell”, “Bat out of Hell” and “Still Raining” were developed. These scenarios can be used as departure points by tertiary education providers to make strides towards the Global Sustainable Development Education 2030 targets and the attainment of South Africa’s Vision 2030 targets contained in the National Development Plan. Equally important, these scenarios make known what was previously unknown, exploring the possible and impossible, and encouraging new, innovative thinking for decision-makers. The “Stairway to Heaven” scenario supplies a future in which all stakeholders approve of and embrace the mandate of providing relevant skills and job readiness in a fast-changing world, and the benefits are maximised for all involved through co-creation. It is a scenario where industry, tertiary institutions and society have decided that the purpose of education should be lifelong learning for a viable, productive and sustainable world. The desired future of tertiary education is set against a backdrop of public and private sector collaboration, with the aim of turning the nation into an excellent hub for skills transformation. Furthermore, the scenario provides some insight on the vital measures required to embrace the innovation and the appropriate pedagogy. This research was motivated by the need to shine a light on the 21st century learner, rapidly obsoleting skills, no-collar worker, skills of the future, learning futures, and possible predictions about what new jobs may come into existence so that educationists can better prepare for the future. This research offers solutions on how institutions can prepare students for future jobs, especially considering the rapid changes in jobs and the unprecedented demise of certain jobs. The research closes a research gap through creating scenarios that offer various stakeholders in the tertiary education sector different insights and analysis into a number of interpretations of the potential paths that they can follow. The scenario application culminated in the formulation and creation of a “future vision of the tertiary education institution in South Africa towards 2030”, delivering a platform for skills transformation that will deliver adaptable workers, and sustainable and inclusive progress for all South Africans. To bring transformation into the present and design the future that embraces skills transformation, it is invaluable to interrogate the roles and choices that stakeholders of the educational sector make in determining the preferred future. The approach of this research makes it clear that, as the new world of work transpires, policymakers, students, labour, educational leaders, captains of industry and workers must proactively manage the workforce transitions. The focal issue is to discover the appropriate tools that will establish the confidence necessary to create the preferred future for skills transformation in tertiary institutions. This research has laid a platform for co-creation with various stakeholders in an effort to visualise a tertiary institution that contributes to skills development. The vision must accept that the South African jobs and skills historical profile is different from that of industrialised countries. Alternatively, the nation should respond to the double-barrelled challenge of participating in a high skills’ competitive environment on a global scale, as well as a local context that creates low-wage, blue-collar jobs to absorb the large numbers who are unemployed. The challenge is even greater for South Africa, because the economy – if highly service-oriented, with a big informal sector and a quality postgraduate education offering – is supported by a basic education system that is not producing enough critical thinkers who are equipped for university and work life. Thus, the system requires a double transformation to ensure student-centredness and meet the needs of a future worker.
- Full Text:
- Date Issued: 2019
- Authors: Chikoti, Patrick
- Date: 2019
- Subjects: Education, Higher -- South Africa , Universities and colleges -- Administration Education, Higher -- Aims and objectives -- South Africa Education, Higher -- Economic aspects -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/37958 , vital:34274
- Description: The research methodology used in this research was comprised of Inayatullah’s Six Pillars of Futures Studies, in which emphasis was placed on scenario planning and the creation of alternative scenarios for the tertiary education institutions in South Africa towards 2030. An environmental scan revealed the drivers of change in the education sector and in the world of work. Deepening of the future of education was done through Causal Layered Analysis (CLA) to facilitate the discerning of issues from various viewpoints in the creation and expansion of transformative stories so as to provide a window into possible futures for skills transformation. The four scenarios for the tertiary education institution of the future, namely “Stairway to Heaven”, “Highway to Hell”, “Bat out of Hell” and “Still Raining” were developed. These scenarios can be used as departure points by tertiary education providers to make strides towards the Global Sustainable Development Education 2030 targets and the attainment of South Africa’s Vision 2030 targets contained in the National Development Plan. Equally important, these scenarios make known what was previously unknown, exploring the possible and impossible, and encouraging new, innovative thinking for decision-makers. The “Stairway to Heaven” scenario supplies a future in which all stakeholders approve of and embrace the mandate of providing relevant skills and job readiness in a fast-changing world, and the benefits are maximised for all involved through co-creation. It is a scenario where industry, tertiary institutions and society have decided that the purpose of education should be lifelong learning for a viable, productive and sustainable world. The desired future of tertiary education is set against a backdrop of public and private sector collaboration, with the aim of turning the nation into an excellent hub for skills transformation. Furthermore, the scenario provides some insight on the vital measures required to embrace the innovation and the appropriate pedagogy. This research was motivated by the need to shine a light on the 21st century learner, rapidly obsoleting skills, no-collar worker, skills of the future, learning futures, and possible predictions about what new jobs may come into existence so that educationists can better prepare for the future. This research offers solutions on how institutions can prepare students for future jobs, especially considering the rapid changes in jobs and the unprecedented demise of certain jobs. The research closes a research gap through creating scenarios that offer various stakeholders in the tertiary education sector different insights and analysis into a number of interpretations of the potential paths that they can follow. The scenario application culminated in the formulation and creation of a “future vision of the tertiary education institution in South Africa towards 2030”, delivering a platform for skills transformation that will deliver adaptable workers, and sustainable and inclusive progress for all South Africans. To bring transformation into the present and design the future that embraces skills transformation, it is invaluable to interrogate the roles and choices that stakeholders of the educational sector make in determining the preferred future. The approach of this research makes it clear that, as the new world of work transpires, policymakers, students, labour, educational leaders, captains of industry and workers must proactively manage the workforce transitions. The focal issue is to discover the appropriate tools that will establish the confidence necessary to create the preferred future for skills transformation in tertiary institutions. This research has laid a platform for co-creation with various stakeholders in an effort to visualise a tertiary institution that contributes to skills development. The vision must accept that the South African jobs and skills historical profile is different from that of industrialised countries. Alternatively, the nation should respond to the double-barrelled challenge of participating in a high skills’ competitive environment on a global scale, as well as a local context that creates low-wage, blue-collar jobs to absorb the large numbers who are unemployed. The challenge is even greater for South Africa, because the economy – if highly service-oriented, with a big informal sector and a quality postgraduate education offering – is supported by a basic education system that is not producing enough critical thinkers who are equipped for university and work life. Thus, the system requires a double transformation to ensure student-centredness and meet the needs of a future worker.
- Full Text:
- Date Issued: 2019
10 Years of IEASA history
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2007
- Subjects: International Education Association of South Africa -- History , Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65356 , vital:28752 , ISBN 1920176004
- Description: [Preface - Nico Jooste]: For more than ten years, we have been involved in implementing internationalisation of South African Higher Education. The we I am referring too, are those who are both visionaries and passionately dedicated to the process of internationalisation. A small group of South African Higher Education administrators, academics and senior managers involved themselves in the process of internationalisation of their institutions, and collectively the South African system. This process of internationalisation started as an uncoordinated response to the demands of a South African higher education system that was determined to break with the past, and re-connect with global higher education, it was left to a few dedicated visionaries to create the support structure that would not only assist the higher education institutions, but also the system. The other bodies that were supposed to pay attention to this very important aspect of Higher Education in the 21st century were too busy with other, equally important, matters. It became clear that the priorities of organisations like SAUVCA were not internationalisation, and IEASA was established as the vehicle to promote it. This story of IEASA needed to be told. This book is not aimed at IEASA members only, but also at the broader higher education public. This is the story of an organisation that touched all parts of South African Higher Education society as well as the broader society. It is partly the ‘corporate memory’ of Internationalisation, as well as a reflection on achievements. Ten years looked like a short period to reflect on an organisations history, I am however of the opinion that in a society that is changing so rapidly, we need to reflect more frequently on the past so that we can plan a better future. For any historian operating in the modem era of electronic communication, access to sources of information has become a major challenge. IEASA, Thilor Manikam in particular, needs to be commended for the accurate record keeping of events over the past ten years. Kirstin Nussgruber very diligently captured the efforts of the forces driving the establishment of IEASA for the first two years. This book was mainly based on evidence gathered from minutes, reports and letters that are in the possession of the IEASA Office. I also had the privilege, and advantage, to be a member of the Executive Committee for the past five years. This book cannot be the last word on IEASA, as it is only the view of a member. The bias is thus toward IEASA and focusses mainly on its achievements. Chapter 3 focusses mainly on the achievements of a voluntary organisation. The efforts over the ten years of three persons namely. Roshen Kishun as President, Derek Swemmer as Treasurer, and Thilor Manikam as the Administrator stood out, and was the stabilising factor during the foundation years. The role of Roshen Kishun in the publication of Study South African cannot be underestimated. Without his vision, drive and effort, this publication would not be preparing for the launch of the seventh edition. It is a unique source of information about South African Higher Education. Very few other systems, if any. produce such a publication. Although the author was requested by the IEASA Executive Committee to write this book, the views expressed in this publication is not the views of the Executive Committee, but that of the author.
- Full Text:
- Date Issued: 2007
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2007
- Subjects: International Education Association of South Africa -- History , Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65356 , vital:28752 , ISBN 1920176004
- Description: [Preface - Nico Jooste]: For more than ten years, we have been involved in implementing internationalisation of South African Higher Education. The we I am referring too, are those who are both visionaries and passionately dedicated to the process of internationalisation. A small group of South African Higher Education administrators, academics and senior managers involved themselves in the process of internationalisation of their institutions, and collectively the South African system. This process of internationalisation started as an uncoordinated response to the demands of a South African higher education system that was determined to break with the past, and re-connect with global higher education, it was left to a few dedicated visionaries to create the support structure that would not only assist the higher education institutions, but also the system. The other bodies that were supposed to pay attention to this very important aspect of Higher Education in the 21st century were too busy with other, equally important, matters. It became clear that the priorities of organisations like SAUVCA were not internationalisation, and IEASA was established as the vehicle to promote it. This story of IEASA needed to be told. This book is not aimed at IEASA members only, but also at the broader higher education public. This is the story of an organisation that touched all parts of South African Higher Education society as well as the broader society. It is partly the ‘corporate memory’ of Internationalisation, as well as a reflection on achievements. Ten years looked like a short period to reflect on an organisations history, I am however of the opinion that in a society that is changing so rapidly, we need to reflect more frequently on the past so that we can plan a better future. For any historian operating in the modem era of electronic communication, access to sources of information has become a major challenge. IEASA, Thilor Manikam in particular, needs to be commended for the accurate record keeping of events over the past ten years. Kirstin Nussgruber very diligently captured the efforts of the forces driving the establishment of IEASA for the first two years. This book was mainly based on evidence gathered from minutes, reports and letters that are in the possession of the IEASA Office. I also had the privilege, and advantage, to be a member of the Executive Committee for the past five years. This book cannot be the last word on IEASA, as it is only the view of a member. The bias is thus toward IEASA and focusses mainly on its achievements. Chapter 3 focusses mainly on the achievements of a voluntary organisation. The efforts over the ten years of three persons namely. Roshen Kishun as President, Derek Swemmer as Treasurer, and Thilor Manikam as the Administrator stood out, and was the stabilising factor during the foundation years. The role of Roshen Kishun in the publication of Study South African cannot be underestimated. Without his vision, drive and effort, this publication would not be preparing for the launch of the seventh edition. It is a unique source of information about South African Higher Education. Very few other systems, if any. produce such a publication. Although the author was requested by the IEASA Executive Committee to write this book, the views expressed in this publication is not the views of the Executive Committee, but that of the author.
- Full Text:
- Date Issued: 2007
Study South Africa
- International Education Association of South Africa (IEASA), Mason, Andy
- Authors: International Education Association of South Africa (IEASA) , Mason, Andy
- Date: 2002
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65310 , vital:28744 , ISBN 0620247290
- Description: [Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today. , 2nd Edition
- Full Text:
- Date Issued: 2002
- Authors: International Education Association of South Africa (IEASA) , Mason, Andy
- Date: 2002
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65310 , vital:28744 , ISBN 0620247290
- Description: [Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today. , 2nd Edition
- Full Text:
- Date Issued: 2002
The implications of the merger on the morale of staff at the Walter Sisulu University
- Authors: Shwababa, Fundiswa
- Date: 2014
- Subjects: Universities and colleges -- Mergers -- South Africa -- Eastern Cape , Employee morale -- South Africa -- Eastern Cape , Employees -- Attitudes -- Evaluation , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8360 , http://hdl.handle.net/10948/d1021091
- Description: The merger has consequently brought about a lot of challenges on Walter Sisulu University (WSU) employees. While the amalgamation of the three historically disadvantaged institutions remains a noble initiative, on the other hand, it has brought about inequalities, such as disproportionate salaries among employees of the three campuses, poor work performance, which can only be attributed to lack of motivation and reluctance amongst the staff members to accept new conditions of service under WSU. A substantial number of those employees, some of whom were employed before the amalgamation, have terminated their service long before the merger even took place. The aim of this study was to explore the implications of the merger on the morale of employees at WSU. The objective of this study aimed firstly, to provide an understanding of those inherent factors, which adversely affected the morale of staff at Walter Sisulu University (WSU) and secondly, to reflect on the impact of the restructuring process on employees. This study employed a quantitative descriptive research design to analyse the data, using statistical procedures. Target population for this study was fifty academic and fifty non-academic staff members from the three sites of Walter Sisulu University, namely East London, Ibika and Umtata. There were, therefore, 100 questionnaires distributed electronically (e-mail), and also a few hand-delivered to the offices of the respondents, in order for them to complete at a time convenient to them. This study used purposive sampling because it is based entirely on the judgment of the researcher. The study established that indeed the merger had negative implications on WSU employees, even though these implications varied from category to category. Through the findings that emerged in this research, conclusions could be drawn that the merger brought about many challenges on WSU employees, namely staff development, human resource and management issues, job security and work environment. Suggestions and recommendations are espoused to eliminate the situation.
- Full Text:
- Date Issued: 2014
- Authors: Shwababa, Fundiswa
- Date: 2014
- Subjects: Universities and colleges -- Mergers -- South Africa -- Eastern Cape , Employee morale -- South Africa -- Eastern Cape , Employees -- Attitudes -- Evaluation , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8360 , http://hdl.handle.net/10948/d1021091
- Description: The merger has consequently brought about a lot of challenges on Walter Sisulu University (WSU) employees. While the amalgamation of the three historically disadvantaged institutions remains a noble initiative, on the other hand, it has brought about inequalities, such as disproportionate salaries among employees of the three campuses, poor work performance, which can only be attributed to lack of motivation and reluctance amongst the staff members to accept new conditions of service under WSU. A substantial number of those employees, some of whom were employed before the amalgamation, have terminated their service long before the merger even took place. The aim of this study was to explore the implications of the merger on the morale of employees at WSU. The objective of this study aimed firstly, to provide an understanding of those inherent factors, which adversely affected the morale of staff at Walter Sisulu University (WSU) and secondly, to reflect on the impact of the restructuring process on employees. This study employed a quantitative descriptive research design to analyse the data, using statistical procedures. Target population for this study was fifty academic and fifty non-academic staff members from the three sites of Walter Sisulu University, namely East London, Ibika and Umtata. There were, therefore, 100 questionnaires distributed electronically (e-mail), and also a few hand-delivered to the offices of the respondents, in order for them to complete at a time convenient to them. This study used purposive sampling because it is based entirely on the judgment of the researcher. The study established that indeed the merger had negative implications on WSU employees, even though these implications varied from category to category. Through the findings that emerged in this research, conclusions could be drawn that the merger brought about many challenges on WSU employees, namely staff development, human resource and management issues, job security and work environment. Suggestions and recommendations are espoused to eliminate the situation.
- Full Text:
- Date Issued: 2014
Study South Africa
- International Education Association of South Africa (IEASA), Kishun, Roshen
- Authors: International Education Association of South Africa (IEASA) , Kishun, Roshen
- Date: 2005
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65344 , vital:28751 , ISBN 0123218931
- Description: [Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices. , 5th Edition
- Full Text:
- Date Issued: 2005
- Authors: International Education Association of South Africa (IEASA) , Kishun, Roshen
- Date: 2005
- Subjects: Education, Higher -- South Africa , Education and globalization -- South Africa Student mobility -- Africa International education -- South Africa Education, Higher -- International cooperation , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65344 , vital:28751 , ISBN 0123218931
- Description: [Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices. , 5th Edition
- Full Text:
- Date Issued: 2005
In marketing, it’s either you have it or you don’t : a study of knowledge and knowers legitimated in the marketing diploma curriculum in South Africa
- Authors: Ncube, Kevin
- Date: 2021
- Subjects: Marketing -- Study and teaching (Higher) -- Curricula , Marketing -- Study and teaching (Higher) -- South Africa , Vocational qualifications -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/172230 , vital:42178 , 10.21504/10962/172230
- Description: This study was undertaken in the South African higher education system in which the differentiation of institutions still reflects racial inequalities from the country’s history of colonial apartheid. As an educator in an institutional type referred to as Universities of Technology, I had become increasingly concerned about who succeeds, how they succeed, who fails, and who drops out. The South Africa education system broadly suffers from low student retention and high drop out with lower success rates mostly affecting Black students. By the end of apartheid in 1994, Black students had been entering Technikons en masse and were the dominant student group in these institutions which changed designation to Universities of Technology in 2005. Technikons offered programmes with a stronger technological and vocational orientation focusing on qualifications directly linked to the job market. They did not offer postgraduate programmes and today, Universities of Technology still produce little research. These institutions also battle with a far lower throughput rate than Traditional Universities and a higher graduate unemployment rate. This has led to a call for better theorised accounts of applied knowledge to replace unhelpful common-sense understandings. There was thus a call in the literature for studies, such as this one, that focused on the nature of knowledge in a diploma curriculum. Furthermore, the field of Marketing is under-researched. The field of Marketing has been characterised as having a weak theoretical foundation and as appropriating knowledge from other fields without growth of the field per se. In Marketing, importance is placed on the possession of a broad spectrum of general knowledge, rather than specialised accounts of the field. The study sought to examine the following research questions: 1) What kind of knowledge is privileged in the Marketing diploma? 2) How does the positioning of actors in the field of Marketing education impact on the choice and structure of knowledge privileged in the curriculum? The study was undertaken mainly through the use of interviews to explore academics’ perspectives on what is valued in the Marketing curriculum. Thirty-one academics from 11 institutions participated in the study. I also analysed course guides and other documentation related to the curriculum. The study analysed the organising of knowledge in the Marketing curriculum. To do this, the study drew on Legitimation Code Theory and in particular the tools of Specialisation and Semantics. These tools allowed the analysis of data to establish the basis on which it is specialised from other fields and the extent to which the field is contextually or conceptually coherent. The data demonstrated that academics who lecture in Marketing entered Marketing education from a diverse range of disciplines. The data also confirmed, in line with the literature, that the field of Marketing draws from multiple disciplines and fields for the purposes of serving the world of work. In Bernsteinian terms the nature of the Marketing curriculum is identified as a ‘region’. However, the data also demonstrated that the field of Marketing serves a heterogenous world of work characterised by constant changes which do not seem to allow a stable development of the field. The field of Marketing was thus portrayed as a region tending towards a generic, raising questions about the reliability of its knowledge base. The nature of generics often leads to an openness which is associated with instability, a weaker autonomy, and an inability to differentiate the field from others with further implications that knowledge in the curriculum is likely to be unsettled. One of the key findings was that while there was significant focus on knowledge, this was not the main basis on which success is achieved. Despite the ample evidence of knowledge in the Marketing curriculum, there was little agreement as to what constituted that knowledge, the actual nature of that knowledge was not settled, broadly agreed upon, nor particularly complex, drawing as it did on ‘everyday’ understandings of the world. The data revealed that there was little evidence that the knowledge was particularly specialised nor that it allowed for cumulative acquisition of ‘powerful knowledge’. Rather, the knowledges in the field of Marketing were characterised by a horizontal knowledge structure consisting of a set of languages acquired separately. The knowledges were based on different and sometimes even contradictory assumptions and thus presented few opportunities to integrate previous theories to build a more powerful knowledge structure. The knowledges tended to be context specific as opposed to being abstract or conceptual. There are social justice implications for fields in which the acquirer is only afforded context specific knowledges and as such has to acquire an endless series of low-level knowledges. They are not given access to powerful knowledge characterised by induction into a system of meaning which enables a more meaningful engagement with the complex world and thinking the not yet thought. In such instances, the education arguably does not provide access to the kind of specialised knowledge which allows for powerful meaning making in the world. The study calls for a strengthening of the epistemic spine of the Marketing diploma to provide access to more abstract, principled knowledge. A major finding was that most of the lecturers’ responses focused on the need for being a particular kind of knower to be successful in Marketing. The kind of person valued in Marketing was portrayed as possessing a particular personality and natural talent which were rarely seen as dependent on the knowledge acquired during the diploma, but rather on the dispositions that students brought. The respondents also mostly raised concerns that most of the students enrolled in Marketing did not to have the requisite ‘Marketing personalities’. Students were expected to be from a particular social class intimated through reference to their backgrounds, the schools they went to, their access to technologies, and the geographical regions they came from. They were expected to bring a particular language competency. Social class and language were arguably also used as coded reference to racial category, and this was more explicitly indicated by some respondents. The dominance of the knower in the data revealed that in Marketing, “you either have it or you don’t” indicating a strong view that Marketers are born with the necessary inherent characteristics of “confidence and people-skills” or belong to the social group that develops them. The implications were that if you do not have it, there is nothing one can do to get . This particular finding raises serious social justice issues on access and success in Marketing. If there is nothing that can be done to develop these characteristics, allowing such people into Marketing is setting them up for failure. On the other hand, denying access based on birth and social grouping raises concerns of the justice in the societies we live in. The study calls for an explicit engagement with the assumptions about the knower’s dispositions. While it was consistently evident that such dispositions were key to the specialisation of the field, the assumption that students either had these dispositions or lacked them is a social injustice and raises a number of unanswerable and painful questions given the racially differentiated success rates. The study concludes by calling for academics to explicitly curriculate for the target dispositions so that students are exposed to the value of these dispositions and given opportunities to engage with them.
- Full Text:
- Date Issued: 2021
- Authors: Ncube, Kevin
- Date: 2021
- Subjects: Marketing -- Study and teaching (Higher) -- Curricula , Marketing -- Study and teaching (Higher) -- South Africa , Vocational qualifications -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/172230 , vital:42178 , 10.21504/10962/172230
- Description: This study was undertaken in the South African higher education system in which the differentiation of institutions still reflects racial inequalities from the country’s history of colonial apartheid. As an educator in an institutional type referred to as Universities of Technology, I had become increasingly concerned about who succeeds, how they succeed, who fails, and who drops out. The South Africa education system broadly suffers from low student retention and high drop out with lower success rates mostly affecting Black students. By the end of apartheid in 1994, Black students had been entering Technikons en masse and were the dominant student group in these institutions which changed designation to Universities of Technology in 2005. Technikons offered programmes with a stronger technological and vocational orientation focusing on qualifications directly linked to the job market. They did not offer postgraduate programmes and today, Universities of Technology still produce little research. These institutions also battle with a far lower throughput rate than Traditional Universities and a higher graduate unemployment rate. This has led to a call for better theorised accounts of applied knowledge to replace unhelpful common-sense understandings. There was thus a call in the literature for studies, such as this one, that focused on the nature of knowledge in a diploma curriculum. Furthermore, the field of Marketing is under-researched. The field of Marketing has been characterised as having a weak theoretical foundation and as appropriating knowledge from other fields without growth of the field per se. In Marketing, importance is placed on the possession of a broad spectrum of general knowledge, rather than specialised accounts of the field. The study sought to examine the following research questions: 1) What kind of knowledge is privileged in the Marketing diploma? 2) How does the positioning of actors in the field of Marketing education impact on the choice and structure of knowledge privileged in the curriculum? The study was undertaken mainly through the use of interviews to explore academics’ perspectives on what is valued in the Marketing curriculum. Thirty-one academics from 11 institutions participated in the study. I also analysed course guides and other documentation related to the curriculum. The study analysed the organising of knowledge in the Marketing curriculum. To do this, the study drew on Legitimation Code Theory and in particular the tools of Specialisation and Semantics. These tools allowed the analysis of data to establish the basis on which it is specialised from other fields and the extent to which the field is contextually or conceptually coherent. The data demonstrated that academics who lecture in Marketing entered Marketing education from a diverse range of disciplines. The data also confirmed, in line with the literature, that the field of Marketing draws from multiple disciplines and fields for the purposes of serving the world of work. In Bernsteinian terms the nature of the Marketing curriculum is identified as a ‘region’. However, the data also demonstrated that the field of Marketing serves a heterogenous world of work characterised by constant changes which do not seem to allow a stable development of the field. The field of Marketing was thus portrayed as a region tending towards a generic, raising questions about the reliability of its knowledge base. The nature of generics often leads to an openness which is associated with instability, a weaker autonomy, and an inability to differentiate the field from others with further implications that knowledge in the curriculum is likely to be unsettled. One of the key findings was that while there was significant focus on knowledge, this was not the main basis on which success is achieved. Despite the ample evidence of knowledge in the Marketing curriculum, there was little agreement as to what constituted that knowledge, the actual nature of that knowledge was not settled, broadly agreed upon, nor particularly complex, drawing as it did on ‘everyday’ understandings of the world. The data revealed that there was little evidence that the knowledge was particularly specialised nor that it allowed for cumulative acquisition of ‘powerful knowledge’. Rather, the knowledges in the field of Marketing were characterised by a horizontal knowledge structure consisting of a set of languages acquired separately. The knowledges were based on different and sometimes even contradictory assumptions and thus presented few opportunities to integrate previous theories to build a more powerful knowledge structure. The knowledges tended to be context specific as opposed to being abstract or conceptual. There are social justice implications for fields in which the acquirer is only afforded context specific knowledges and as such has to acquire an endless series of low-level knowledges. They are not given access to powerful knowledge characterised by induction into a system of meaning which enables a more meaningful engagement with the complex world and thinking the not yet thought. In such instances, the education arguably does not provide access to the kind of specialised knowledge which allows for powerful meaning making in the world. The study calls for a strengthening of the epistemic spine of the Marketing diploma to provide access to more abstract, principled knowledge. A major finding was that most of the lecturers’ responses focused on the need for being a particular kind of knower to be successful in Marketing. The kind of person valued in Marketing was portrayed as possessing a particular personality and natural talent which were rarely seen as dependent on the knowledge acquired during the diploma, but rather on the dispositions that students brought. The respondents also mostly raised concerns that most of the students enrolled in Marketing did not to have the requisite ‘Marketing personalities’. Students were expected to be from a particular social class intimated through reference to their backgrounds, the schools they went to, their access to technologies, and the geographical regions they came from. They were expected to bring a particular language competency. Social class and language were arguably also used as coded reference to racial category, and this was more explicitly indicated by some respondents. The dominance of the knower in the data revealed that in Marketing, “you either have it or you don’t” indicating a strong view that Marketers are born with the necessary inherent characteristics of “confidence and people-skills” or belong to the social group that develops them. The implications were that if you do not have it, there is nothing one can do to get . This particular finding raises serious social justice issues on access and success in Marketing. If there is nothing that can be done to develop these characteristics, allowing such people into Marketing is setting them up for failure. On the other hand, denying access based on birth and social grouping raises concerns of the justice in the societies we live in. The study calls for an explicit engagement with the assumptions about the knower’s dispositions. While it was consistently evident that such dispositions were key to the specialisation of the field, the assumption that students either had these dispositions or lacked them is a social injustice and raises a number of unanswerable and painful questions given the racially differentiated success rates. The study concludes by calling for academics to explicitly curriculate for the target dispositions so that students are exposed to the value of these dispositions and given opportunities to engage with them.
- Full Text:
- Date Issued: 2021
A system review of higher education admissions testing practices in Israel: implications for South Africa
- Authors: Cronje, Johan Herman
- Date: 2009
- Subjects: Universities and colleges -- South Africa -- Admissions , Universities and colleges -- Israel -- Admissions , Universities and colleges -- Entrance requirements , Educational tests and measurements -- South Africa -- Validity , Education, Higher -- South Africa , Education, Higher -- Israel
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9910 , http://hdl.handle.net/10948/937 , Universities and colleges -- South Africa -- Admissions , Universities and colleges -- Israel -- Admissions , Universities and colleges -- Entrance requirements , Educational tests and measurements -- South Africa -- Validity , Education, Higher -- South Africa , Education, Higher -- Israel
- Description: Internationally, the practice of admissions entry testing in Higher Education (HE) has gained momentum over the past few decades, sparking ongoing research on its effectiveness. On a national level, three factors have signalled a timeous evaluation of admissions practices at HE institutions. Firstly, changes in the school curriculum and the new format of the National Senior Certificate (NSC) have impacted on the admissions criteria of HE institutions. Secondly, with the merging of HE institutions an alignment in admissions practices between the institutions involved were necessitated. Thirdly, South Africa has embarked on the development of National Benchmark Tests (NBTs). The primary aim of this research study was to develop a set of recommendations to guide admissions testing practices in the South African HE context. These recommendations had to place special emphasis on the multicultural and multilingual context of this country. To achieve this aim a systematic review was conducted on HE admissions testing in Israel, as it was identified as a multicultural and multilingual country that had successfully implemented national HE admissions testing. More specifically, a retrospective systematic review was performed on research regarding the national HE admissions test, the Psychometric Entrance Test (PET), used in Israel. The systematic review also contained a narrative overview on the educational landscape in Israel and the specifications of the PET, from which themes were also extracted. Eight broad themes emerged through the systematic review and narrative overview as being of critical importance to an effective national HE admissions test. These were the components of the test, the implementation of the testing programme, the method in which the test results are used to make HE admission decisions, the reliability xi of the test, the validity of the test, bias inherent in the test, other psychometric aspects related to the admissions test, and the effect of coaching or specialized preparation on test results. These themes, together with their sub-components, were used to develop eight recommendations that can guide the development and implementation of the National Benchmark Test (NBTs) in South Africa. Both the themes that emerged during the systematic review and narrative overview as well as the recommendations that were made to guide the development and implementation of a national admission test, represent an important contribution to the field of admission testing and decision-making in South Africa.
- Full Text:
- Date Issued: 2009
- Authors: Cronje, Johan Herman
- Date: 2009
- Subjects: Universities and colleges -- South Africa -- Admissions , Universities and colleges -- Israel -- Admissions , Universities and colleges -- Entrance requirements , Educational tests and measurements -- South Africa -- Validity , Education, Higher -- South Africa , Education, Higher -- Israel
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9910 , http://hdl.handle.net/10948/937 , Universities and colleges -- South Africa -- Admissions , Universities and colleges -- Israel -- Admissions , Universities and colleges -- Entrance requirements , Educational tests and measurements -- South Africa -- Validity , Education, Higher -- South Africa , Education, Higher -- Israel
- Description: Internationally, the practice of admissions entry testing in Higher Education (HE) has gained momentum over the past few decades, sparking ongoing research on its effectiveness. On a national level, three factors have signalled a timeous evaluation of admissions practices at HE institutions. Firstly, changes in the school curriculum and the new format of the National Senior Certificate (NSC) have impacted on the admissions criteria of HE institutions. Secondly, with the merging of HE institutions an alignment in admissions practices between the institutions involved were necessitated. Thirdly, South Africa has embarked on the development of National Benchmark Tests (NBTs). The primary aim of this research study was to develop a set of recommendations to guide admissions testing practices in the South African HE context. These recommendations had to place special emphasis on the multicultural and multilingual context of this country. To achieve this aim a systematic review was conducted on HE admissions testing in Israel, as it was identified as a multicultural and multilingual country that had successfully implemented national HE admissions testing. More specifically, a retrospective systematic review was performed on research regarding the national HE admissions test, the Psychometric Entrance Test (PET), used in Israel. The systematic review also contained a narrative overview on the educational landscape in Israel and the specifications of the PET, from which themes were also extracted. Eight broad themes emerged through the systematic review and narrative overview as being of critical importance to an effective national HE admissions test. These were the components of the test, the implementation of the testing programme, the method in which the test results are used to make HE admission decisions, the reliability xi of the test, the validity of the test, bias inherent in the test, other psychometric aspects related to the admissions test, and the effect of coaching or specialized preparation on test results. These themes, together with their sub-components, were used to develop eight recommendations that can guide the development and implementation of the National Benchmark Test (NBTs) in South Africa. Both the themes that emerged during the systematic review and narrative overview as well as the recommendations that were made to guide the development and implementation of a national admission test, represent an important contribution to the field of admission testing and decision-making in South Africa.
- Full Text:
- Date Issued: 2009
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2016
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64838 , vital:28614 , ISBN 9780620733601
- Description: [Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection. , 16th Edition
- Full Text:
- Date Issued: 2016
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2016
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64838 , vital:28614 , ISBN 9780620733601
- Description: [Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection. , 16th Edition
- Full Text:
- Date Issued: 2016
Part-time Bachelor of Education students’ cognitive shutdown in research methods and statistics in one institution in Eswatini: Towards a framework for epistemological access
- Authors: Mukarombwa, Percy
- Date: 2019-02
- Subjects: Research -- Methodology , Education, Higher -- South Africa , Education -- Research -- Methodology
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21689 , vital:51742
- Description: The study was on part-time Bachelor of Education students’ cognitive shutdown in Research Methods and Statistics. It had a view to develop a framework for Epistemological Access. The thesis argued that cognitive shutdown and epistemological access in Research Methods and Statistics can be understood better by looking at the ‘knowledge’ and the ‘knower’ and the relationship between these two. Informed by concepts selected from the Threshold Concepts Theory, Legitimation Code Theory and Self-directed Learning Theory, it developed a conceptual framework for making sense of B.Ed. students’ epistemological access challenges, such as cognitive shutdown, inaccessibility and lack of interest in the course. The study was informed by Post-positivism, and the research approach adopted was a mixed method, with a sequential explanatory mixed method research design. Thirty (30) part-time B. Ed. students were the population and the sample as well, meaning all took part in the study. Two lecturers who teach Research Methods and Statistics (RM & S) also constituted the population and sample. The questionnaire and the interview tools were used to collect data. Data from the questionnaire were presented in tables, bar graphs, pie-charts and doughnuts and analyzed in percentages. That from the interview schedule was presented in descriptions and narratives (themes), and analyzed by thematic analysis. The major findings of the study were as follows: Being a part-time student affected performance. Age does not affect the students’ performance in RM & S. Splitting RM & S makes it easier for the students to understand the various concepts. Students enjoyed Statistics more. RM & S is one of the difficult courses. Time was a major factor influencing the performance of the students. Lecturers do not vary their teaching strategies. Mathematics phobia affected the performance of students. Lack of a base in RM & S from previous studies affected students’ performance. Mathematics phobia affected performance. RM & S knowledge typologies comprised the following specialization codes: Everyday knowledge, Content discipline, General academic knowledge and Scientific Literature. There are code matches and code clashes in terms of the course outline and there are more code clashes than matches. Conclusions reached were: The module is very difficult to some students. Most students prefer an examination on each component, that is, RM, & S, separately. Splitting RM & S makes it easier for the students to understand the various concepts. Being a part-time student affected performance in RM & S. Mathematics phobia as well as lack of a base in RM & S from previous studies affected the performance of the students. There are difficult concepts noted by both staff and students as troublesome knowledge. These affected the performance of the students. From the analysis of the RM & S course outline using the LCT, it was further concluded that there are aspects which constitute everyday knowledge, which are content discipline, general academic knowledge and scientific literacy as knowledge typologies. A further analysis of the B.Ed. course outline using the LCT came up with code matches and code clashes, and the RM &S curriculum has more code clashes than code matches. Recommendations were that the module should be split into RM & S and taught separately. Lecturers should device ways to make sure that troublesome concepts do not affect the performance of the learners. Lecturers should vary their teaching methods to cater for all the different types of part-time B. Ed. students. Mechanisms to demystify that Mathematics is a difficult subject should be employed to curb the phobia. Time should be made available for effective delivery of instruction, as lack of such results in students not understanding the discipline. Finally, educators should understand the knowledge typologies making up RM & S curriculum and that the curriculum has both code lashes and code matches. , Thesis (PhD) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-02
- Authors: Mukarombwa, Percy
- Date: 2019-02
- Subjects: Research -- Methodology , Education, Higher -- South Africa , Education -- Research -- Methodology
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21689 , vital:51742
- Description: The study was on part-time Bachelor of Education students’ cognitive shutdown in Research Methods and Statistics. It had a view to develop a framework for Epistemological Access. The thesis argued that cognitive shutdown and epistemological access in Research Methods and Statistics can be understood better by looking at the ‘knowledge’ and the ‘knower’ and the relationship between these two. Informed by concepts selected from the Threshold Concepts Theory, Legitimation Code Theory and Self-directed Learning Theory, it developed a conceptual framework for making sense of B.Ed. students’ epistemological access challenges, such as cognitive shutdown, inaccessibility and lack of interest in the course. The study was informed by Post-positivism, and the research approach adopted was a mixed method, with a sequential explanatory mixed method research design. Thirty (30) part-time B. Ed. students were the population and the sample as well, meaning all took part in the study. Two lecturers who teach Research Methods and Statistics (RM & S) also constituted the population and sample. The questionnaire and the interview tools were used to collect data. Data from the questionnaire were presented in tables, bar graphs, pie-charts and doughnuts and analyzed in percentages. That from the interview schedule was presented in descriptions and narratives (themes), and analyzed by thematic analysis. The major findings of the study were as follows: Being a part-time student affected performance. Age does not affect the students’ performance in RM & S. Splitting RM & S makes it easier for the students to understand the various concepts. Students enjoyed Statistics more. RM & S is one of the difficult courses. Time was a major factor influencing the performance of the students. Lecturers do not vary their teaching strategies. Mathematics phobia affected the performance of students. Lack of a base in RM & S from previous studies affected students’ performance. Mathematics phobia affected performance. RM & S knowledge typologies comprised the following specialization codes: Everyday knowledge, Content discipline, General academic knowledge and Scientific Literature. There are code matches and code clashes in terms of the course outline and there are more code clashes than matches. Conclusions reached were: The module is very difficult to some students. Most students prefer an examination on each component, that is, RM, & S, separately. Splitting RM & S makes it easier for the students to understand the various concepts. Being a part-time student affected performance in RM & S. Mathematics phobia as well as lack of a base in RM & S from previous studies affected the performance of the students. There are difficult concepts noted by both staff and students as troublesome knowledge. These affected the performance of the students. From the analysis of the RM & S course outline using the LCT, it was further concluded that there are aspects which constitute everyday knowledge, which are content discipline, general academic knowledge and scientific literacy as knowledge typologies. A further analysis of the B.Ed. course outline using the LCT came up with code matches and code clashes, and the RM &S curriculum has more code clashes than code matches. Recommendations were that the module should be split into RM & S and taught separately. Lecturers should device ways to make sure that troublesome concepts do not affect the performance of the learners. Lecturers should vary their teaching methods to cater for all the different types of part-time B. Ed. students. Mechanisms to demystify that Mathematics is a difficult subject should be employed to curb the phobia. Time should be made available for effective delivery of instruction, as lack of such results in students not understanding the discipline. Finally, educators should understand the knowledge typologies making up RM & S curriculum and that the curriculum has both code lashes and code matches. , Thesis (PhD) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-02
Study South Africa
- International Education Association of South Africa (IEASA), Jooste, Nico
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2011
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64952 , vital:28639 , ISBN 9780620512244
- Description: [Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics. , 11th Edition
- Full Text:
- Date Issued: 2011
- Authors: International Education Association of South Africa (IEASA) , Jooste, Nico
- Date: 2011
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/64952 , vital:28639 , ISBN 9780620512244
- Description: [Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics. , 11th Edition
- Full Text:
- Date Issued: 2011
Factors that influence the throughput of engineering students at Nelson Mandela University
- Authors: Joubert, Petrus Jacobus
- Date: 2018
- Subjects: Education, Higher -- South Africa , Academic achievement -- South Africa -- Eastern Cape Universities and colleges -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/30496 , vital:30953
- Description: The current throughput rate of engineering students is an enormous concern, especially in light of the current financial pressure on universities and the goal for the education sector in the National Development Plan 2030, which is to increase annual enrolment levels at universities from 950 000 in 2010 to 1,6 million by 2030 (National Planning Commission, 2011). The low throughput rate of engineering students makes engineering qualifications unsustainable. In a scarce skills list, which highlights the importance of the problem that South Africa is facing, five engineering disciplines are in the top 10 scarce skills in South Africa (Scarce skills, 2016) and, therefore, this study only focuses on engineering students’ throughput rate. Regarding the future enrolment goal for 2030, it is important for universities to understand the factors that influence the throughput rate of engineering students, which the universities have control over. This will put the universities in a position to implement interventions to change negative influences on the throughput rate of engineering students into positive ones. This study consists of a literature review, firstly focusing on the factors influencing the student throughput rate internationally. The literature review then focuses on South African factors and lastly discusses three main categories, namely student engagement, the use of technology and the academic environment. The eight variables that are under study are grouped into these three main categories. The primary data, which were collected through the use of a questionnaire in order to have a good understanding of the factors influencing the throughput rate, were reported and analysed. The results of this study revealed the factors that influenced the throughput rate most positively and negatively.
- Full Text:
- Date Issued: 2018
- Authors: Joubert, Petrus Jacobus
- Date: 2018
- Subjects: Education, Higher -- South Africa , Academic achievement -- South Africa -- Eastern Cape Universities and colleges -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/30496 , vital:30953
- Description: The current throughput rate of engineering students is an enormous concern, especially in light of the current financial pressure on universities and the goal for the education sector in the National Development Plan 2030, which is to increase annual enrolment levels at universities from 950 000 in 2010 to 1,6 million by 2030 (National Planning Commission, 2011). The low throughput rate of engineering students makes engineering qualifications unsustainable. In a scarce skills list, which highlights the importance of the problem that South Africa is facing, five engineering disciplines are in the top 10 scarce skills in South Africa (Scarce skills, 2016) and, therefore, this study only focuses on engineering students’ throughput rate. Regarding the future enrolment goal for 2030, it is important for universities to understand the factors that influence the throughput rate of engineering students, which the universities have control over. This will put the universities in a position to implement interventions to change negative influences on the throughput rate of engineering students into positive ones. This study consists of a literature review, firstly focusing on the factors influencing the student throughput rate internationally. The literature review then focuses on South African factors and lastly discusses three main categories, namely student engagement, the use of technology and the academic environment. The eight variables that are under study are grouped into these three main categories. The primary data, which were collected through the use of a questionnaire in order to have a good understanding of the factors influencing the throughput rate, were reported and analysed. The results of this study revealed the factors that influenced the throughput rate most positively and negatively.
- Full Text:
- Date Issued: 2018
Rhodes University students’ experiences of living as students on National'Student Financial Aid Scheme (NSFAS) funding
- Authors: Mgwili, Thab’sile
- Date: 2020
- Subjects: National Student Financial Aid Scheme (South Africa) , Rhodes University -- Students -- Finance , Education, Higher -- South Africa , Education, Higher -- Finance -- South Africa , Student aid -- South Africa , Welfare state -- South Africa , Student financial aid administration -- South Africa , Student financial aid administration -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147961 , vital:38697
- Description: This study explores Rhodes University students’ experiences of living as students on National Student Financial Aid Scheme (NSFAS) funding. The Marxist theoretical framework critique of neoliberalism and welfare systems is used. The Marxist theory is the main theory that underpins the study. Eighteen participants were involved in an in-depth interview process. Out of 18 participants, one is a staff member at Rhodes University Financial Aid Office. The key findings of this research revealed the unfavorable circumstances of students on NSFAS at Rhodes University. Secondly, it was discovered that students shared similar sentiments as NSFAS and DHET: They recognize the major areas that need to be addressed by NSFAS. Thirdly, NSFAS had to some extent made a positive contribution to the higher education sector. Suggestions have been made on how my study may be improved to yield even better results.
- Full Text:
- Date Issued: 2020
- Authors: Mgwili, Thab’sile
- Date: 2020
- Subjects: National Student Financial Aid Scheme (South Africa) , Rhodes University -- Students -- Finance , Education, Higher -- South Africa , Education, Higher -- Finance -- South Africa , Student aid -- South Africa , Welfare state -- South Africa , Student financial aid administration -- South Africa , Student financial aid administration -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/147961 , vital:38697
- Description: This study explores Rhodes University students’ experiences of living as students on National Student Financial Aid Scheme (NSFAS) funding. The Marxist theoretical framework critique of neoliberalism and welfare systems is used. The Marxist theory is the main theory that underpins the study. Eighteen participants were involved in an in-depth interview process. Out of 18 participants, one is a staff member at Rhodes University Financial Aid Office. The key findings of this research revealed the unfavorable circumstances of students on NSFAS at Rhodes University. Secondly, it was discovered that students shared similar sentiments as NSFAS and DHET: They recognize the major areas that need to be addressed by NSFAS. Thirdly, NSFAS had to some extent made a positive contribution to the higher education sector. Suggestions have been made on how my study may be improved to yield even better results.
- Full Text:
- Date Issued: 2020
Mapping the transition from a traditional university into an entrepreneurial university
- Authors: Naidoo, Tharusha
- Date: 2021
- Subjects: Rhodes University -- Management , Education, Higher -- South Africa , Education, Higher -- Economic aspects -- South Africa , Academic-industrial cooperation , Entrepreneurship , Business and education -- South Africa , Research -- Economic aspects -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/172214 , vital:42177
- Description: The study aims to map the transition of a traditional university into an entrepreneurial university. The concept of the entrepreneurial university has been established as a game changer in the development and innovation spheres at higher education institutions worldwide. In the year 2002, the South African Higher Education sector embarked on a modelling and redefining journey which gave birth to the National Plan for Higher Education. The Entrepreneurship Development in Higher Education has undertaken work done on the entrepreneurial university which gave rise to the mapping that breeds ground towards policy. This study sought to investigate whether there is a conducive environment at Rhodes University, with an entrepreneurial climate to develop institutional capabilities and build new networks. The research highlights the current direction of Rhodes University and elaborates on the potential for the transition towards an entrepreneurial university. An overview of the entrepreneurial university was provided through an analysis of literature, which dominated in the more developed countries compared to South Africa. The researcher adopted a qualitative research study to capture the direct experiences of the individuals that are in the institution. A questionnaire was designed using the Organisation for Economic Co-operation and Development Guiding Framework and the direct perceptions of academics from the university were documented. The objectives were firstly, to explore elements of leadership and governance that enhance transformation of Higher Education Institution from a traditional university towards an entrepreneurial university. Secondly, to investigate internal resources that enhance Organisational Capacity with specific reference to people and incentives. Lastly, to determine how Teaching and Learning strengthen entrepreneurship development. The interviews revealed that the challenges faced by the institution were closely linked to those recognized by existing literature. What was interesting to note, limited funding and support were regarded as the most significant problems, closely followed by unskilled people and lack of infrastructure. It is suggested that cultivating and nurturing an entrepreneurial culture is of paramount importance together with the creation of a policy framework. Furthermore, the study concluded with practical recommendations proposed to management regarding the three strategic lenses. The research also illustrated that Rhodes University may not be viewed as being entrepreneurial but certainly has pockets of entrepreneurship and innovative activities.
- Full Text:
- Date Issued: 2021
- Authors: Naidoo, Tharusha
- Date: 2021
- Subjects: Rhodes University -- Management , Education, Higher -- South Africa , Education, Higher -- Economic aspects -- South Africa , Academic-industrial cooperation , Entrepreneurship , Business and education -- South Africa , Research -- Economic aspects -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/172214 , vital:42177
- Description: The study aims to map the transition of a traditional university into an entrepreneurial university. The concept of the entrepreneurial university has been established as a game changer in the development and innovation spheres at higher education institutions worldwide. In the year 2002, the South African Higher Education sector embarked on a modelling and redefining journey which gave birth to the National Plan for Higher Education. The Entrepreneurship Development in Higher Education has undertaken work done on the entrepreneurial university which gave rise to the mapping that breeds ground towards policy. This study sought to investigate whether there is a conducive environment at Rhodes University, with an entrepreneurial climate to develop institutional capabilities and build new networks. The research highlights the current direction of Rhodes University and elaborates on the potential for the transition towards an entrepreneurial university. An overview of the entrepreneurial university was provided through an analysis of literature, which dominated in the more developed countries compared to South Africa. The researcher adopted a qualitative research study to capture the direct experiences of the individuals that are in the institution. A questionnaire was designed using the Organisation for Economic Co-operation and Development Guiding Framework and the direct perceptions of academics from the university were documented. The objectives were firstly, to explore elements of leadership and governance that enhance transformation of Higher Education Institution from a traditional university towards an entrepreneurial university. Secondly, to investigate internal resources that enhance Organisational Capacity with specific reference to people and incentives. Lastly, to determine how Teaching and Learning strengthen entrepreneurship development. The interviews revealed that the challenges faced by the institution were closely linked to those recognized by existing literature. What was interesting to note, limited funding and support were regarded as the most significant problems, closely followed by unskilled people and lack of infrastructure. It is suggested that cultivating and nurturing an entrepreneurial culture is of paramount importance together with the creation of a policy framework. Furthermore, the study concluded with practical recommendations proposed to management regarding the three strategic lenses. The research also illustrated that Rhodes University may not be viewed as being entrepreneurial but certainly has pockets of entrepreneurship and innovative activities.
- Full Text:
- Date Issued: 2021
A comparative analysis of environmental policies of South African universities
- Authors: Gyan, Cecilia Adwoa
- Date: 2006
- Subjects: Environmental education -- South Africa , Sustainable development -- Study and teaching , Education, Higher -- South Africa , Universities and colleges -- Environmental aspects , Environmental policy -- South Africa , Campus planning -- Environmental aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4773 , http://hdl.handle.net/10962/d1008067 , Environmental education -- South Africa , Sustainable development -- Study and teaching , Education, Higher -- South Africa , Universities and colleges -- Environmental aspects , Environmental policy -- South Africa , Campus planning -- Environmental aspects -- South Africa
- Description: There has been ongoing global concern on environmental issues and which is supposed to have moved down into smaller institutions and areas through local agenda 2l. Environmental issues are associated not only with care for the environment but also sustainable development. Various universities are beginning to strive for sustainable development and care for the environment. Some universities are therefore integrating care for the environment in their curricula and in their daily operations on campus. The greening of higher educational institutions as models is important as they are the seat for research and training of undergraduates who will become future leaders and policymakers and caretakers of the environment. It is therefore important for undergraduates to be exposed to greening processes in operations, research and curricula whilst still on campus. This study examines the process of formulating a policy and applies that to forming an environmental policy. The study involved a comparative analysis of environmental policies of various tertiary educational institutions from different countries. The study focused on how many universities in South Africa have environmental policies and how the universities which have environmental policies went about their formulation process. The study further examines the duration of the formulation process and the constraints encountered by universities. The study then reviews strategies on how the environmental policy is being implemented and how effective the implementation process is practically and the constraints these institutions face. The findings of the study reveal that few universities ill South Africa have an environmental policy. The universities are making efforts in their implementation process however, not all the principles found in the policies are being implemented effectively as there are no environmental management systems in place and there are no measurable objectives and targets set for proper evaluation of the success or failure of the policy.
- Full Text:
- Date Issued: 2006
- Authors: Gyan, Cecilia Adwoa
- Date: 2006
- Subjects: Environmental education -- South Africa , Sustainable development -- Study and teaching , Education, Higher -- South Africa , Universities and colleges -- Environmental aspects , Environmental policy -- South Africa , Campus planning -- Environmental aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4773 , http://hdl.handle.net/10962/d1008067 , Environmental education -- South Africa , Sustainable development -- Study and teaching , Education, Higher -- South Africa , Universities and colleges -- Environmental aspects , Environmental policy -- South Africa , Campus planning -- Environmental aspects -- South Africa
- Description: There has been ongoing global concern on environmental issues and which is supposed to have moved down into smaller institutions and areas through local agenda 2l. Environmental issues are associated not only with care for the environment but also sustainable development. Various universities are beginning to strive for sustainable development and care for the environment. Some universities are therefore integrating care for the environment in their curricula and in their daily operations on campus. The greening of higher educational institutions as models is important as they are the seat for research and training of undergraduates who will become future leaders and policymakers and caretakers of the environment. It is therefore important for undergraduates to be exposed to greening processes in operations, research and curricula whilst still on campus. This study examines the process of formulating a policy and applies that to forming an environmental policy. The study involved a comparative analysis of environmental policies of various tertiary educational institutions from different countries. The study focused on how many universities in South Africa have environmental policies and how the universities which have environmental policies went about their formulation process. The study further examines the duration of the formulation process and the constraints encountered by universities. The study then reviews strategies on how the environmental policy is being implemented and how effective the implementation process is practically and the constraints these institutions face. The findings of the study reveal that few universities ill South Africa have an environmental policy. The universities are making efforts in their implementation process however, not all the principles found in the policies are being implemented effectively as there are no environmental management systems in place and there are no measurable objectives and targets set for proper evaluation of the success or failure of the policy.
- Full Text:
- Date Issued: 2006
Conceptualisations of and responses to plagiarism in the South African higher education system
- Mphahlele, Martha Matee (Amanda)
- Authors: Mphahlele, Martha Matee (Amanda)
- Date: 2020
- Subjects: Plagiarism , Plagiarism -- Prevention -- South Africa , Education, Higher -- Moral and ethical aspects , Education, Higher -- South Africa , Cheating (Education) -- South Africa , College students -- Legal status, laws, etc. -- South Africa , College discipline -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/162642 , vital:40963
- Description: Violations of academic integrity are a cause for concern in universities around the world and plagiarism is one of the most significant examples of these academic integrity issues with which universities are grappling . The approach taken to managing plagiarism depends to a large extent on the understanding of the phenomenon within institutions. This study investigated how plagiarism is conceptualised and responded to in the South African Higher Education system and how this impacts on teaching and learning. Data was collected from 25 out of the 26 South African public universities; the missing university had just been established and did not yet have policies or processes in place. The data was primarily in the form of documents known in these institutions as ‘plagiarism policies’, along with a wealth of other related policies and reports. This was supplemented by interviews as a means of verifying the document analysis with seven plagiarism committee members from across the three institutional types in South Africa, namely: traditional universities, comprehensive universities, and universities of technology. Using Bhaskar’s (2008) critical realism as a metatheory and Archer’s (1995) social realism as both a substantive theory and analytical framework, the experiences and events of plagiarism management were critically examined. Critical realism consider s these experiences and events at the level of the e mpirical and the actual , in order to identify the mechanisms at the l evel of the r eal from which these emerge. Social realism argues that when undertaking such an analysis in the social world, this entails identifying the emergent properties of both the parts (structure and culture) and people (agents). Therefore, the data was analysed using Archer’s analytical dualism to identify structural, cultural and agential mechanisms shaping the understanding of plagiarism and the practices associated with managing the phenomenon. The study found that dominant in the sector was an un derstanding of plagiarism as always being an intentional act, with implications for teaching and learning practices, which then focused on identifying and punishing incidents of plagiarism in student writing. A legal discourse was found to permeate the universities’ plagiarism management systems, such that most procedures replicated the legal framework. This was seen to undermine the identity of universities as teaching and learning spaces and of students as novice members of the disciplinary fields. The study further highlighted that due to plagiarism being perceived as an intentional act, punishment in almost all universities is prioritised as the key means of attending to plagiarism in the se institutions. This emerged as a structural constraint to students’ acquisition of academic writing norms. Such understandings and approaches were seen to be complementary to the risk-aversion of many institutions in a globalised era of university rankings. As increased bureaucracy has been put in place to attend to incidents of plagiarism, including obligatory reporting thereof, an unintentional consequence emerged, where it was at times simpler for academics to ignore incidences of plagiarism than to act on them. Turnitin was frequently referred to across the data as the preferred text - matching tool, but Turnitin together with other text-matching tools , was often used in a way that complemented the understanding of plagiarism as always being an intentional act. The stu dy found that text - matching software was largely misunderstood to be plagiarism software, where the similarity index was perceived to be a measure of plagiarism. This led to an understanding that students needed to paraphrase texts in order to avoid detect ion by the program me, and this may inadvertently encourage plagiarism , as students are taught to write towards the software. The research found that in those instances where educational responses to plagiarism were in place, they often demonstrated a lack of understanding of academic literacies development and the extent to which norms of knowledge production are disciplinary specific. Most (but not all) of the data about educational responses focused on add-on workshops and the signing of a declaration form, indicating that the student has not plagiarised. The workshops were seen to emphasise technical skills, such as the punctuation norms of referencing, and were often offered in a generic format by people outside of the target disciplines. These workshops were found to ignore the connection between the technical skills of referencing and the norms of knowledge construction, with a potential deleterious effect on the development of authorial identity. Finally, the data showed a few instances where particular institutions acknowledged that plagiarism occurs along a continuum, where on one side is intentional plagiarism associated with cheating and requiring punishment, and on the other side is unintentional plagiarism, which is understood to require an educational response , and was seen to emerge from either a lack of understanding of academic literacy norms , or from negligence. Literacy development with regard to taking on the norms of knowledge-making in the academy was seen to be a complex and lengthy process that was fundamental to educational endeavours of facilitating epistemological access, while cases of negligence were seen to be mainly caused by technical oversight rather than a lack of access to the relevant knowledge production norms. The study concludes by arguing that cases of intentional plagiarism require quick and appropriate punishment, but that there also needs to be an institution-wide understanding that unintentional plagiarism often emerges from students failing to access the specific knowledge-making norms of the discipline. There is thus a need for academics to be aware of the complexities related to taking on literacy practices, and who also understand the role of feedback in this process. But it ought not to be assumed that academics would have such insights simply by virtue of their expertise in the discipline. These academics need to have carefully constructed staff development support, as they take on such pedagogical approaches. The study argues that the dominant conceptualisation of plagiarism in the domain of culture as an intentional act and the complementary policies and processes in the domain of structure as focusing on detecting and punishing incidents of plagiarism, fail to address plagiarism in appropriate educational ways.
- Full Text:
- Date Issued: 2020
- Authors: Mphahlele, Martha Matee (Amanda)
- Date: 2020
- Subjects: Plagiarism , Plagiarism -- Prevention -- South Africa , Education, Higher -- Moral and ethical aspects , Education, Higher -- South Africa , Cheating (Education) -- South Africa , College students -- Legal status, laws, etc. -- South Africa , College discipline -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/162642 , vital:40963
- Description: Violations of academic integrity are a cause for concern in universities around the world and plagiarism is one of the most significant examples of these academic integrity issues with which universities are grappling . The approach taken to managing plagiarism depends to a large extent on the understanding of the phenomenon within institutions. This study investigated how plagiarism is conceptualised and responded to in the South African Higher Education system and how this impacts on teaching and learning. Data was collected from 25 out of the 26 South African public universities; the missing university had just been established and did not yet have policies or processes in place. The data was primarily in the form of documents known in these institutions as ‘plagiarism policies’, along with a wealth of other related policies and reports. This was supplemented by interviews as a means of verifying the document analysis with seven plagiarism committee members from across the three institutional types in South Africa, namely: traditional universities, comprehensive universities, and universities of technology. Using Bhaskar’s (2008) critical realism as a metatheory and Archer’s (1995) social realism as both a substantive theory and analytical framework, the experiences and events of plagiarism management were critically examined. Critical realism consider s these experiences and events at the level of the e mpirical and the actual , in order to identify the mechanisms at the l evel of the r eal from which these emerge. Social realism argues that when undertaking such an analysis in the social world, this entails identifying the emergent properties of both the parts (structure and culture) and people (agents). Therefore, the data was analysed using Archer’s analytical dualism to identify structural, cultural and agential mechanisms shaping the understanding of plagiarism and the practices associated with managing the phenomenon. The study found that dominant in the sector was an un derstanding of plagiarism as always being an intentional act, with implications for teaching and learning practices, which then focused on identifying and punishing incidents of plagiarism in student writing. A legal discourse was found to permeate the universities’ plagiarism management systems, such that most procedures replicated the legal framework. This was seen to undermine the identity of universities as teaching and learning spaces and of students as novice members of the disciplinary fields. The study further highlighted that due to plagiarism being perceived as an intentional act, punishment in almost all universities is prioritised as the key means of attending to plagiarism in the se institutions. This emerged as a structural constraint to students’ acquisition of academic writing norms. Such understandings and approaches were seen to be complementary to the risk-aversion of many institutions in a globalised era of university rankings. As increased bureaucracy has been put in place to attend to incidents of plagiarism, including obligatory reporting thereof, an unintentional consequence emerged, where it was at times simpler for academics to ignore incidences of plagiarism than to act on them. Turnitin was frequently referred to across the data as the preferred text - matching tool, but Turnitin together with other text-matching tools , was often used in a way that complemented the understanding of plagiarism as always being an intentional act. The stu dy found that text - matching software was largely misunderstood to be plagiarism software, where the similarity index was perceived to be a measure of plagiarism. This led to an understanding that students needed to paraphrase texts in order to avoid detect ion by the program me, and this may inadvertently encourage plagiarism , as students are taught to write towards the software. The research found that in those instances where educational responses to plagiarism were in place, they often demonstrated a lack of understanding of academic literacies development and the extent to which norms of knowledge production are disciplinary specific. Most (but not all) of the data about educational responses focused on add-on workshops and the signing of a declaration form, indicating that the student has not plagiarised. The workshops were seen to emphasise technical skills, such as the punctuation norms of referencing, and were often offered in a generic format by people outside of the target disciplines. These workshops were found to ignore the connection between the technical skills of referencing and the norms of knowledge construction, with a potential deleterious effect on the development of authorial identity. Finally, the data showed a few instances where particular institutions acknowledged that plagiarism occurs along a continuum, where on one side is intentional plagiarism associated with cheating and requiring punishment, and on the other side is unintentional plagiarism, which is understood to require an educational response , and was seen to emerge from either a lack of understanding of academic literacy norms , or from negligence. Literacy development with regard to taking on the norms of knowledge-making in the academy was seen to be a complex and lengthy process that was fundamental to educational endeavours of facilitating epistemological access, while cases of negligence were seen to be mainly caused by technical oversight rather than a lack of access to the relevant knowledge production norms. The study concludes by arguing that cases of intentional plagiarism require quick and appropriate punishment, but that there also needs to be an institution-wide understanding that unintentional plagiarism often emerges from students failing to access the specific knowledge-making norms of the discipline. There is thus a need for academics to be aware of the complexities related to taking on literacy practices, and who also understand the role of feedback in this process. But it ought not to be assumed that academics would have such insights simply by virtue of their expertise in the discipline. These academics need to have carefully constructed staff development support, as they take on such pedagogical approaches. The study argues that the dominant conceptualisation of plagiarism in the domain of culture as an intentional act and the complementary policies and processes in the domain of structure as focusing on detecting and punishing incidents of plagiarism, fail to address plagiarism in appropriate educational ways.
- Full Text:
- Date Issued: 2020
The idea of the university in South Africa today
- Authors: Pillay, Krishnavani
- Date: 2009
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9527 , http://hdl.handle.net/10948/901 , Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
- Description: This thesis aims to examine the concept of the university in contemporary South Africa. The aim of this thesis evolves from the question, what is the idea of the university in contemporary South Africa? This question evolves from my current experiences as an academic in a contemporary South African university. My colleagues and I are faced with many epistemological challenges on a daily basis as we try to teach our students, by providing them with both access to higher education as well as epistemological access, as we try and transform our curricula from an Apartheid determined one, to one that is more congruent with the values of our new dispensation, and which at the same time will contribute to the coherent development of both our universities and our country. Central to these issues and practices is a particular understanding of a university in our context. This priority is very challenging in a context such as ours which has a rich history of a politically determined, highly differentiated university sector. A direct consequence of this legacy is an unclear and shared understanding of a university in our country at present. What is currently required in our university and broader context is more determined thinking about a concept of the university in this country. In order to examine the concept of a university in contemporary South Africa, I engaged in a conceptual analysis. In so doing I divided my thesis into two parts, on the basis of the two conceptual analysis techniques which I used. In Part one I constructed a Model Example, and in the second part I applied this Model Example (scope of application) to different contexts. My Model example of a concept of a university is predicated on a Theory of concepts; a Theory of institutions, a Theory of practices, a theory of Inquiry and a Theory of Higher Education. I then examine the concept of a university in South Africa, by focusing on an examination of the concept of a university in different chronological and geographical contexts. In this part of my thesis I engage in examining the scope of applicability of a particular concept of a university. I examine the concept of a university firstly at a more historical level, by going back to Cardinal Newman, Von Humboldt and Jaspers. This examination is important to the contemporary concept of the university in South Africa, as our current concept of a university still attempts to hold onto the components that characterised the concept of the university that these historical figures were instrumental in developing. I then go on to examine a concept of a university in Germany and America, as contemporary South Africa has extended its borders to become part of a more globally competitive context. In so doing the concept of the university in contemporary South Africa is also at the same time, influenced by the kinds of developments in such countries. I then go on to examine a concept of a university during Apartheid South Africa, to provide a context for current change initiatives in this sector. The last two chapters focus on the post Apartheid university context. On the basis of two seminal higher education policy documents, I extrapolate a concept of a university in the contemporary South African policy context. I then go on to examine how this concept of a university is impacting on current transformatory initiatives in contemporary universities. In attempting to examine an idea of a university in a contemporary South African context, I had to grapple with an array of issues. But the most fundamental challenge for me was trying to clarify an essentially contentious concept. What emerges continuously from an examination of a concept of a university is the tension that has existed and which continues to exist, between the social responsibilities of a public institution such as a university; and its traditionally established epistemological functions. Most conflicts and disillusionment regarding this concept and its use, is predicated on the challenge of trying to establish how a university can be both relevant and valuable to society and still maintain its epistemic authority and value. The South African context further complicates this dilemma, because central to our transformatory goals is a particular world view that we as South Africans regard as valuable. Such a world view is based on the social epistemology and ontology of Ubuntu. This world view comes up constantly in policy documents and discourses that underpin the university terrain. I set out to examine the idea of the university in contemporary South Africa within the parameters of such a context and world view. It is against such a backdrop that I construct a Model Example of a concept of a university. My model example acknowledges both the socio-political functions and identity of a university; as well as its constitutive epistemological functions and identity. Central to such an understanding is the imperative to maintain a dialogical balance between these two important functions. Although this thesis goes into deep epistemological regions, it just skims the surface of such an exciting epistemological terrain. What it does do however, is open up an alternate perspective on how to try and understand a concept of a university and extend its scope of applicability in a variety of ways.
- Full Text:
- Date Issued: 2009
- Authors: Pillay, Krishnavani
- Date: 2009
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9527 , http://hdl.handle.net/10948/901 , Education, Higher -- South Africa , Universities and colleges -- South Africa , Blacks -- Education (Higher) -- South Africa
- Description: This thesis aims to examine the concept of the university in contemporary South Africa. The aim of this thesis evolves from the question, what is the idea of the university in contemporary South Africa? This question evolves from my current experiences as an academic in a contemporary South African university. My colleagues and I are faced with many epistemological challenges on a daily basis as we try to teach our students, by providing them with both access to higher education as well as epistemological access, as we try and transform our curricula from an Apartheid determined one, to one that is more congruent with the values of our new dispensation, and which at the same time will contribute to the coherent development of both our universities and our country. Central to these issues and practices is a particular understanding of a university in our context. This priority is very challenging in a context such as ours which has a rich history of a politically determined, highly differentiated university sector. A direct consequence of this legacy is an unclear and shared understanding of a university in our country at present. What is currently required in our university and broader context is more determined thinking about a concept of the university in this country. In order to examine the concept of a university in contemporary South Africa, I engaged in a conceptual analysis. In so doing I divided my thesis into two parts, on the basis of the two conceptual analysis techniques which I used. In Part one I constructed a Model Example, and in the second part I applied this Model Example (scope of application) to different contexts. My Model example of a concept of a university is predicated on a Theory of concepts; a Theory of institutions, a Theory of practices, a theory of Inquiry and a Theory of Higher Education. I then examine the concept of a university in South Africa, by focusing on an examination of the concept of a university in different chronological and geographical contexts. In this part of my thesis I engage in examining the scope of applicability of a particular concept of a university. I examine the concept of a university firstly at a more historical level, by going back to Cardinal Newman, Von Humboldt and Jaspers. This examination is important to the contemporary concept of the university in South Africa, as our current concept of a university still attempts to hold onto the components that characterised the concept of the university that these historical figures were instrumental in developing. I then go on to examine a concept of a university in Germany and America, as contemporary South Africa has extended its borders to become part of a more globally competitive context. In so doing the concept of the university in contemporary South Africa is also at the same time, influenced by the kinds of developments in such countries. I then go on to examine a concept of a university during Apartheid South Africa, to provide a context for current change initiatives in this sector. The last two chapters focus on the post Apartheid university context. On the basis of two seminal higher education policy documents, I extrapolate a concept of a university in the contemporary South African policy context. I then go on to examine how this concept of a university is impacting on current transformatory initiatives in contemporary universities. In attempting to examine an idea of a university in a contemporary South African context, I had to grapple with an array of issues. But the most fundamental challenge for me was trying to clarify an essentially contentious concept. What emerges continuously from an examination of a concept of a university is the tension that has existed and which continues to exist, between the social responsibilities of a public institution such as a university; and its traditionally established epistemological functions. Most conflicts and disillusionment regarding this concept and its use, is predicated on the challenge of trying to establish how a university can be both relevant and valuable to society and still maintain its epistemic authority and value. The South African context further complicates this dilemma, because central to our transformatory goals is a particular world view that we as South Africans regard as valuable. Such a world view is based on the social epistemology and ontology of Ubuntu. This world view comes up constantly in policy documents and discourses that underpin the university terrain. I set out to examine the idea of the university in contemporary South Africa within the parameters of such a context and world view. It is against such a backdrop that I construct a Model Example of a concept of a university. My model example acknowledges both the socio-political functions and identity of a university; as well as its constitutive epistemological functions and identity. Central to such an understanding is the imperative to maintain a dialogical balance between these two important functions. Although this thesis goes into deep epistemological regions, it just skims the surface of such an exciting epistemological terrain. What it does do however, is open up an alternate perspective on how to try and understand a concept of a university and extend its scope of applicability in a variety of ways.
- Full Text:
- Date Issued: 2009
Study South Africa
- International Education Association of South Africa (IEASA), Higher Education South Africa (Organization), Kishun, Roshen
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2008
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65010 , vital:28653 , ISBN 9780620415521
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education. , 8th Edition
- Full Text:
- Date Issued: 2008
- Authors: International Education Association of South Africa (IEASA) , Higher Education South Africa (Organization) , Kishun, Roshen
- Date: 2008
- Subjects: Education, Higher -- South Africa , Universities and colleges -- South Africa , Technical Institutes -- South Africa , Vocational guidance -- South Africa
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/65010 , vital:28653 , ISBN 9780620415521
- Description: [Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education. , 8th Edition
- Full Text:
- Date Issued: 2008