How the Teaching Development Grant was used (and the problem of common-sense understandings of teaching and learning)
- Moyo, Temwa, McKenna, Sioux, Ndebele, Clever
- Authors: Moyo, Temwa , McKenna, Sioux , Ndebele, Clever
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426917 , vital:72400 , xlink:href="http://dx.doi.org/10.17159/2520-9868/i86a07"
- Description: Teachers at primary and secondary education levels are required to hold a professional qualification but, at the higher education level, all that is required is content expertise. This may well contribute to South Africa's low university throughput and retention rates, in response to which, since 2004, the state has provided ZAR5.5 billion in the form of the Teaching Development Grant (now the University Capacity Development Grant) to address poor completion rates. We present an analysis of the use of the grant across the sector using a social realist framework. Every academic and student has themselves been taught and so have developed untheorised assumptions about curriculum and pedagogy. Such common-sense assumptions about teaching and learning often serve to reinforce the status quo, which is particularly problematic in a sector with poor and racially differentiated throughput and success rates. Many initiatives funded through the grant evidenced a reliance on common-sense assumptions rather than on theorised accounts. In particular, student development often took the form of remedial, add-on initiatives that left the mainstream curriculum untouched-and staff development was often generic and short term. We also found that expertise in academic development, which could potentially challenge common-sense assumptions, was unevenly distributed.
- Full Text:
- Date Issued: 2022
- Authors: Moyo, Temwa , McKenna, Sioux , Ndebele, Clever
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426917 , vital:72400 , xlink:href="http://dx.doi.org/10.17159/2520-9868/i86a07"
- Description: Teachers at primary and secondary education levels are required to hold a professional qualification but, at the higher education level, all that is required is content expertise. This may well contribute to South Africa's low university throughput and retention rates, in response to which, since 2004, the state has provided ZAR5.5 billion in the form of the Teaching Development Grant (now the University Capacity Development Grant) to address poor completion rates. We present an analysis of the use of the grant across the sector using a social realist framework. Every academic and student has themselves been taught and so have developed untheorised assumptions about curriculum and pedagogy. Such common-sense assumptions about teaching and learning often serve to reinforce the status quo, which is particularly problematic in a sector with poor and racially differentiated throughput and success rates. Many initiatives funded through the grant evidenced a reliance on common-sense assumptions rather than on theorised accounts. In particular, student development often took the form of remedial, add-on initiatives that left the mainstream curriculum untouched-and staff development was often generic and short term. We also found that expertise in academic development, which could potentially challenge common-sense assumptions, was unevenly distributed.
- Full Text:
- Date Issued: 2022
Crossing the border from candidate to supervisor: The need for appropriate development
- Motshoane, Puleng, McKenna, Sioux
- Authors: Motshoane, Puleng , McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185876 , vital:44442 , xlink:href="https://doi.org/10.1080/13562517.2021.1900814"
- Description: Postgraduate education has grown enormously worldwide, which has led to supervisors being expected to take on a supervisor's role immediately upon graduation. But crossing the border from being a doctoral candidate to becoming a doctoral supervisor entails significant shifts in identity and an understanding of postgraduate pedagogy and institutional expectations. This paper argues that supervision development opportunities are crucial, but they need to be contextualised and include critical key agents with some institutional authority if they are to be deemed worthwhile and effect change. An online survey completed by 186 participants from across institutional types and disciplines in South Africa is analysed using Archer's social realism to provide insights into how emerging supervisors are currently supported. The resultant recommendations on supervision development could contribute to more confident border crossing by emerging supervisors.
- Full Text:
- Date Issued: 2021
- Authors: Motshoane, Puleng , McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185876 , vital:44442 , xlink:href="https://doi.org/10.1080/13562517.2021.1900814"
- Description: Postgraduate education has grown enormously worldwide, which has led to supervisors being expected to take on a supervisor's role immediately upon graduation. But crossing the border from being a doctoral candidate to becoming a doctoral supervisor entails significant shifts in identity and an understanding of postgraduate pedagogy and institutional expectations. This paper argues that supervision development opportunities are crucial, but they need to be contextualised and include critical key agents with some institutional authority if they are to be deemed worthwhile and effect change. An online survey completed by 186 participants from across institutional types and disciplines in South Africa is analysed using Archer's social realism to provide insights into how emerging supervisors are currently supported. The resultant recommendations on supervision development could contribute to more confident border crossing by emerging supervisors.
- Full Text:
- Date Issued: 2021
Curriculating powerful knowledge for public managers and administrators
- McKenna, Sioux, Harran, Marcelle, Lück, Jacqueline
- Authors: McKenna, Sioux , Harran, Marcelle , Lück, Jacqueline
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187160 , vital:44575 , xlink:href="https://doi.org/10.1080/18146627.2019.1652103"
- Description: Public Management and Public Administration are important professions for an emerging democracy such as South Africa. They operate as the interface between state and public and are responsible for enacting many of the government's policies and social initiatives. Concerns about a lack of capacity in the sector suggest that those in these roles may be unable to meet the demands of the workplace. This article reports on a study that responded to calls for the curriculum to address such concerns by interrogating the knowledge structures of Public Management and Public Administration programmes in higher education. Interviews, textbooks and course guides were analysed to illuminate the forms of knowledge being legitimated in curricula. The study found that the focus on knowledge, skills and processes might be at the expense of a focus on the development of particular attributes or dispositions in the knowers. Furthermore, the knowledge level focus was limited in that it was highly contextualised and “light” on theory, raising questions about the acquisition of powerful knowledge needed for good governance and critical engagement in the public sector. The study recommends that both programmes include more conceptual knowledge; exposure to critical powerful forms of knowledge; and the development of particular attributes and dispositions.
- Full Text:
- Date Issued: 2020
- Authors: McKenna, Sioux , Harran, Marcelle , Lück, Jacqueline
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187160 , vital:44575 , xlink:href="https://doi.org/10.1080/18146627.2019.1652103"
- Description: Public Management and Public Administration are important professions for an emerging democracy such as South Africa. They operate as the interface between state and public and are responsible for enacting many of the government's policies and social initiatives. Concerns about a lack of capacity in the sector suggest that those in these roles may be unable to meet the demands of the workplace. This article reports on a study that responded to calls for the curriculum to address such concerns by interrogating the knowledge structures of Public Management and Public Administration programmes in higher education. Interviews, textbooks and course guides were analysed to illuminate the forms of knowledge being legitimated in curricula. The study found that the focus on knowledge, skills and processes might be at the expense of a focus on the development of particular attributes or dispositions in the knowers. Furthermore, the knowledge level focus was limited in that it was highly contextualised and “light” on theory, raising questions about the acquisition of powerful knowledge needed for good governance and critical engagement in the public sector. The study recommends that both programmes include more conceptual knowledge; exposure to critical powerful forms of knowledge; and the development of particular attributes and dispositions.
- Full Text:
- Date Issued: 2020
Applying a student curriculum discourse in higher education teaching and learning
- Mndzebele, Samuel, McKenna, Sioux
- Authors: Mndzebele, Samuel , McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187417 , vital:44633 , xlink:href="https://doi.org/10.1080/18146627.2013.786210"
- Description: Indications of poor quality in students’ written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students’ ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a “Student-Curriculum-Discourse” self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners’ performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
- Full Text:
- Date Issued: 2013
- Authors: Mndzebele, Samuel , McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187417 , vital:44633 , xlink:href="https://doi.org/10.1080/18146627.2013.786210"
- Description: Indications of poor quality in students’ written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students’ ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a “Student-Curriculum-Discourse” self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners’ performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
- Full Text:
- Date Issued: 2013
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