Analysing an audit cycle: a critical realist account
- Boughey, Chrissie, McKenna, Sioux
- Authors: Boughey, Chrissie , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66741 , vital:28988 , ISSN 1470-3300 , https://doi.org/10.1080/03075079.2015.1072148
- Description: Pre-print , This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did achieve, namely some change in structural systems related to teaching and learning alongside the appointment of key agents. It also allows us to see how the stagnation of sets of ideas about teaching and learning in the domain of culture may mean that an assurance of the quality of learning experiences for all students remained elusive.
- Full Text:
- Date Issued: 2017
- Authors: Boughey, Chrissie , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66741 , vital:28988 , ISSN 1470-3300 , https://doi.org/10.1080/03075079.2015.1072148
- Description: Pre-print , This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did achieve, namely some change in structural systems related to teaching and learning alongside the appointment of key agents. It also allows us to see how the stagnation of sets of ideas about teaching and learning in the domain of culture may mean that an assurance of the quality of learning experiences for all students remained elusive.
- Full Text:
- Date Issued: 2017
Crossing conceptual thresholds in doctoral communities
- Authors: McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66719 , vital:28986 , ISSN 1470-3300 , https://doi.org/10.1080/14703297.2016.1155471
- Description: Pre-print , The traditional apprenticeship model of supervision in which the single scholar charts her individual research path is giving way to more collaborative learning environments. Doctoral programmes, in which communities of scholars work together, have become increasingly common. This study interrogated how being part of such a community enables the conceptual depth we expect at doctoral level. It draws on the notion of conceptual threshold crossing to make sense of the learning experiences of 28 education PhD scholars. Working in a community of doctoral scholars was found to have conceptual impact (i) when the community is supportive, (ii) encourages risk-taking and facilitates conversations across different issues and disciplines, (iii) when the scholars have to regularly articulate their position and (iv) because the programme structure enhances the likelihood of fortuitous encounters with theories and concepts.
- Full Text:
- Date Issued: 2017
- Authors: McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66719 , vital:28986 , ISSN 1470-3300 , https://doi.org/10.1080/14703297.2016.1155471
- Description: Pre-print , The traditional apprenticeship model of supervision in which the single scholar charts her individual research path is giving way to more collaborative learning environments. Doctoral programmes, in which communities of scholars work together, have become increasingly common. This study interrogated how being part of such a community enables the conceptual depth we expect at doctoral level. It draws on the notion of conceptual threshold crossing to make sense of the learning experiences of 28 education PhD scholars. Working in a community of doctoral scholars was found to have conceptual impact (i) when the community is supportive, (ii) encourages risk-taking and facilitates conversations across different issues and disciplines, (iii) when the scholars have to regularly articulate their position and (iv) because the programme structure enhances the likelihood of fortuitous encounters with theories and concepts.
- Full Text:
- Date Issued: 2017
- «
- ‹
- 1
- ›
- »