A scoping review of the changing landscape of doctoral education
- McKenna, Sioux, Van Schalkwyk, Susan
- Authors: McKenna, Sioux , Van Schalkwyk, Susan
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482864 , vital:78696 , https://doi.org/10.1080/03057925.2023.2168121
- Description: A scoping review to identify models of doctoral supervision as described in the literature (2000 and 2021) was conducted using Arksey and O’Malley’s six-step framework. Four bibliographic databases generated 2102 potential studies. Further screening identified 81 articles for inclusion. The findings highlight that despite differences in terminology, an international move towards more collaborative and structured approaches is identifiable. Benefits detailed in the literature include: better throughput, the mitigation of loneliness and power issues implicated in one-on-one approaches, and the possibility for a stronger research foundation and interdisciplinary work. Concerns were also noted about increasing managerialism whereby support structures focus on efficiencies rather than quality and growing ties between industry and doctoral education without much critique of possible conflicts.
- Full Text:
- Date Issued: 2023
- Authors: McKenna, Sioux , Van Schalkwyk, Susan
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482864 , vital:78696 , https://doi.org/10.1080/03057925.2023.2168121
- Description: A scoping review to identify models of doctoral supervision as described in the literature (2000 and 2021) was conducted using Arksey and O’Malley’s six-step framework. Four bibliographic databases generated 2102 potential studies. Further screening identified 81 articles for inclusion. The findings highlight that despite differences in terminology, an international move towards more collaborative and structured approaches is identifiable. Benefits detailed in the literature include: better throughput, the mitigation of loneliness and power issues implicated in one-on-one approaches, and the possibility for a stronger research foundation and interdisciplinary work. Concerns were also noted about increasing managerialism whereby support structures focus on efficiencies rather than quality and growing ties between industry and doctoral education without much critique of possible conflicts.
- Full Text:
- Date Issued: 2023
AI amplifies the tough question: What is higher education really for?
- Authors: Kramm, Neil , McKenna, Sioux
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482876 , vital:78697 , https://doi.org/10.1080/13562517.2023.2263839
- Description: The dominant response within higher education to the emergence of free online text- and graphic-generating software has been a concern with identifying AI usage in students’ work. We argue that this is both a waste of time and neglects our educational responsibilities. A police-catch-punish approach to AI, as with the use of this process in relation to plagiarism, ignores the broader purposes of higher education. If higher education is understood as being a space for nurturing transformative relationships with knowledge, AI can be harnessed to enhance learning experiences. Such an approach would also enable a critical understanding of the limitations and ethical deliberations around AI usage. Those critical academics who emphasise transformative learning over surveillance-driven approaches are likely to foster more meaningful higher education experiences.
- Full Text:
- Date Issued: 2023
- Authors: Kramm, Neil , McKenna, Sioux
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482876 , vital:78697 , https://doi.org/10.1080/13562517.2023.2263839
- Description: The dominant response within higher education to the emergence of free online text- and graphic-generating software has been a concern with identifying AI usage in students’ work. We argue that this is both a waste of time and neglects our educational responsibilities. A police-catch-punish approach to AI, as with the use of this process in relation to plagiarism, ignores the broader purposes of higher education. If higher education is understood as being a space for nurturing transformative relationships with knowledge, AI can be harnessed to enhance learning experiences. Such an approach would also enable a critical understanding of the limitations and ethical deliberations around AI usage. Those critical academics who emphasise transformative learning over surveillance-driven approaches are likely to foster more meaningful higher education experiences.
- Full Text:
- Date Issued: 2023
The conflation of English competence and academic literacy: A case study of three Namibian universities
- Homateni Julius, Lukas, McKenna, Sioux, Mgqwashu, Emmanuel M
- Authors: Homateni Julius, Lukas , McKenna, Sioux , Mgqwashu, Emmanuel M
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482888 , vital:78698 , https://doi.org/10.1080/14703297.2023.2251948
- Description: Success in higher education relates in part to competence in the medium of instruction. But the academic literacy literature provides compelling evidence that competence in the medium of instruction is insufficient to ensure success. Crucially, students need to take on the literacy practices of the discipline or field. This study offers a thematic analysis of the mandatory support courses that have been developed at the three universities in Namibia to enhance students’ chances of success. The data comprised course documents, interviews with academics, and classroom observations. In all three institutions the courses introduced to support student success were offered in an ‘autonomous model’. Higher education success was seen to rest on English competence, conceptualised as the correct use of standard grammar. In making a call for better induction we also ask: how might we enable access to practices of the academy while providing space for challenging the norms and values?
- Full Text:
- Date Issued: 2023
- Authors: Homateni Julius, Lukas , McKenna, Sioux , Mgqwashu, Emmanuel M
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482888 , vital:78698 , https://doi.org/10.1080/14703297.2023.2251948
- Description: Success in higher education relates in part to competence in the medium of instruction. But the academic literacy literature provides compelling evidence that competence in the medium of instruction is insufficient to ensure success. Crucially, students need to take on the literacy practices of the discipline or field. This study offers a thematic analysis of the mandatory support courses that have been developed at the three universities in Namibia to enhance students’ chances of success. The data comprised course documents, interviews with academics, and classroom observations. In all three institutions the courses introduced to support student success were offered in an ‘autonomous model’. Higher education success was seen to rest on English competence, conceptualised as the correct use of standard grammar. In making a call for better induction we also ask: how might we enable access to practices of the academy while providing space for challenging the norms and values?
- Full Text:
- Date Issued: 2023
The whole is greater than the sum of its parts: a case study of the nexuses between teaching, research and service
- Muthama, Evelyn, McKenna, Sioux
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482899 , vital:78699 , https://doi.org/10.1080/07294360.2023.2215182
- Description: Universities attend to multiple demands, making it challenging to identify their particular academic project, which can be defined as how the university understands its key purposes and develops its organisation and activities in service of such. While the three pillars of higher education – teaching, research, and service – are cited as being core to the modern university, it is the nexus between them that provides the particular institutional identity and purpose. While nexuses exist in every university, the form such nexuses take varies considerably across university types, geographical contexts, student bodies, and programmes. We investigate the nature of the nexuses in one South African university through an analysis of observations, interviews, documents, and a survey. The study suggests that several mechanisms strengthen the nexuses of this university, including geographical positioning, institutional history and an explicitly articulated set of values. It cautions however that the nexuses can be constrained by other mechanisms at play. We argue that there is need for reflecting on and strengthening nexuses within universities in the interests of clarifying the specific academic project. Without this, universities can be swayed in any direction and can lose sight of the identity they would like to claim for themselves.
- Full Text:
- Date Issued: 2023
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482899 , vital:78699 , https://doi.org/10.1080/07294360.2023.2215182
- Description: Universities attend to multiple demands, making it challenging to identify their particular academic project, which can be defined as how the university understands its key purposes and develops its organisation and activities in service of such. While the three pillars of higher education – teaching, research, and service – are cited as being core to the modern university, it is the nexus between them that provides the particular institutional identity and purpose. While nexuses exist in every university, the form such nexuses take varies considerably across university types, geographical contexts, student bodies, and programmes. We investigate the nature of the nexuses in one South African university through an analysis of observations, interviews, documents, and a survey. The study suggests that several mechanisms strengthen the nexuses of this university, including geographical positioning, institutional history and an explicitly articulated set of values. It cautions however that the nexuses can be constrained by other mechanisms at play. We argue that there is need for reflecting on and strengthening nexuses within universities in the interests of clarifying the specific academic project. Without this, universities can be swayed in any direction and can lose sight of the identity they would like to claim for themselves.
- Full Text:
- Date Issued: 2023
- «
- ‹
- 1
- ›
- »