Going to university: the Influence of higher education on the lives of young South Africans
- Authors: Case, Jennifer M , Marshall, Delia , McKenna, Sioux , Mogashana, Disaapele
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa Education, Higher -- South Africa College students -- South Africa Education, Higher -- South Africa -- Social aspects Education, Higher -- South Africa -- Economic aspects
- Language: English
- Type: e-book , text
- Identifier: http://hdl.handle.net/10962/61134 , vital:27981 , https://books.google.co.za/books?id=T-RMDwAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
- Full Text: false
- Date Issued: 2018
From contradictions to complementarities: a social realist analysis of the evolution of academic development within a department
- Authors: Case, Jennifer M , Heydenrych, Hilton , Kotta, Linda , Marshall, Delia , McKenna, Sioux , Willliams, Kevin
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66752 , vital:28990 , ISSN 1470-1294 , https://doi.org/10.1080/03075079.2015.1045479
- Description: Publisher version , Academic development is a recent project in the university, intended to enable the university to respond to the needs of a more diverse student body. In South Africa, such work arose during late apartheid, and has now moved to a more central institutional position advocating responsiveness in the light of the educational disparities that are the legacy of apartheid. The present study uses a social realist perspective to analyse the 25-year evolution of an academic development project within an engineering department at a South African university. The findings show that while academic development initially posed a contradictory logic to the department, the response was to reform the nature of this project into one that suited the other commitments of the department: a logic of complementarity. The department's relationships with industry were shown to have played a key role in fostering this form of change.
- Full Text: false
- Date Issued: 2017