Mapping the field of Higher Education Research using PhD examination reports
- McKenna, Sioux, Quinn, Lynn, Vorster, Jo-Anne
- Authors: McKenna, Sioux , Quinn, Lynn , Vorster, Jo-Anne
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66669 , vital:28979 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2018.1428178
- Description: Pre-print , The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
- Full Text:
- Date Issued: 2018
- Authors: McKenna, Sioux , Quinn, Lynn , Vorster, Jo-Anne
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66669 , vital:28979 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2018.1428178
- Description: Pre-print , The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
- Full Text:
- Date Issued: 2018
Postgraduate writing groups as spaces of agency development
- Oluwole, David O, Achadu, A, Asfour, Fouad-Martin, Chakona, Gamuchirai, Mason, Paul, Mataruse, P, McKenna, Sioux
- Authors: Oluwole, David O , Achadu, A , Asfour, Fouad-Martin , Chakona, Gamuchirai , Mason, Paul , Mataruse, P , McKenna, Sioux
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187194 , vital:44578 , xlink:href="https://doi.org/10.20853/32-6-2963"
- Description: Academic writing is a peculiar phenomenon – it varies greatly from discipline to discipline and its requirements are rarely made overt. Taking on the writing practices of the academy has implications for identity and it is thus unsurprising that it is seen to be a risky endeavour. This article analyses the experiences of postgraduate scholars who have participated in writing groups that meet weekly to read each other’s work and provide supportive critique. Thirty-two people provided detailed, anonymous evaluations of their writing groups and these were studied using a discourse analysis. Three main findings are discussed here. Firstly, writing circles allowed for academic writing development to be engaged with as a social practice, where the disciplinary norms could be made more explicit through peer deliberation, and where they could also be challenged. Secondly, the lack of hierarchical power in the writing groups was key to making safe spaces for agency development, and also for providing positive peer pressure whereby participants were spurred on to work on their writing. Thirdly, the fact that the groups were interdisciplinary, within cognate disciplinary families, provided an interesting challenge in that the students had to consider what these non-specialist readers would or would not understand. This process assisted students in clarifying their writing. Participants’ evaluation of the writing groups revealed an overall sense that these contributed to postgraduate student wellbeing and were places of significant agential development.
- Full Text:
- Date Issued: 2018
- Authors: Oluwole, David O , Achadu, A , Asfour, Fouad-Martin , Chakona, Gamuchirai , Mason, Paul , Mataruse, P , McKenna, Sioux
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187194 , vital:44578 , xlink:href="https://doi.org/10.20853/32-6-2963"
- Description: Academic writing is a peculiar phenomenon – it varies greatly from discipline to discipline and its requirements are rarely made overt. Taking on the writing practices of the academy has implications for identity and it is thus unsurprising that it is seen to be a risky endeavour. This article analyses the experiences of postgraduate scholars who have participated in writing groups that meet weekly to read each other’s work and provide supportive critique. Thirty-two people provided detailed, anonymous evaluations of their writing groups and these were studied using a discourse analysis. Three main findings are discussed here. Firstly, writing circles allowed for academic writing development to be engaged with as a social practice, where the disciplinary norms could be made more explicit through peer deliberation, and where they could also be challenged. Secondly, the lack of hierarchical power in the writing groups was key to making safe spaces for agency development, and also for providing positive peer pressure whereby participants were spurred on to work on their writing. Thirdly, the fact that the groups were interdisciplinary, within cognate disciplinary families, provided an interesting challenge in that the students had to consider what these non-specialist readers would or would not understand. This process assisted students in clarifying their writing. Participants’ evaluation of the writing groups revealed an overall sense that these contributed to postgraduate student wellbeing and were places of significant agential development.
- Full Text:
- Date Issued: 2018
The lenses we use to research student experiences:
- Hlengwa, Amanda I, McKenna, Sioux, Njovane, Thandokazi
- Authors: Hlengwa, Amanda I , McKenna, Sioux , Njovane, Thandokazi
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142736 , vital:38112 , ISBN 9781928331902 , http://library.oapen.org/bitstream/id/e3388578-a030-46de-8d8e-df18dcb52bec/Higher_Education_Pathways_9781928331902.pdf#page=160
- Description: The recent student protests that erupted in the South African higher education landscape in 2015 and 2016 suggest that research concerning student experiences in our institutions has become all the more crucial. In light of this, our chapter argues for theoretically rigorous and conceptually rich approaches to research on the student experience, without which we will not be in a position to address the significant concerns raised by these protests. There is, of course, already a robust body of work detailing the student experience (for example Case, 2013; Case, Marshall, McKenna, and Mogashana, 2018; Walker and Wilson-Strydom, 2017). However, questions are often raised about the extent to which such research is being drawn on in subsequent studies (Niven, 2012) and this suggests that limited accounts of student experience remain dominant despite this body of research (Boughey and McKenna, 2016). It thus seemed important to make sense of the ways in which current research on student experience is being constructed.
- Full Text:
- Date Issued: 2018
- Authors: Hlengwa, Amanda I , McKenna, Sioux , Njovane, Thandokazi
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142736 , vital:38112 , ISBN 9781928331902 , http://library.oapen.org/bitstream/id/e3388578-a030-46de-8d8e-df18dcb52bec/Higher_Education_Pathways_9781928331902.pdf#page=160
- Description: The recent student protests that erupted in the South African higher education landscape in 2015 and 2016 suggest that research concerning student experiences in our institutions has become all the more crucial. In light of this, our chapter argues for theoretically rigorous and conceptually rich approaches to research on the student experience, without which we will not be in a position to address the significant concerns raised by these protests. There is, of course, already a robust body of work detailing the student experience (for example Case, 2013; Case, Marshall, McKenna, and Mogashana, 2018; Walker and Wilson-Strydom, 2017). However, questions are often raised about the extent to which such research is being drawn on in subsequent studies (Niven, 2012) and this suggests that limited accounts of student experience remain dominant despite this body of research (Boughey and McKenna, 2016). It thus seemed important to make sense of the ways in which current research on student experience is being constructed.
- Full Text:
- Date Issued: 2018
Writing groups as transformative spaces
- Wilmot, Kirstin, McKenna, Sioux
- Authors: Wilmot, Kirstin , McKenna, Sioux
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/${Handle} , vital:44576 , xlink:href="https://doi.org/10.1080/07294360.2018.1450361"
- Description: Curriculum transformation is a central concern for higher education in response to rapidly expanding technologies, globalisation and the widening diversity of the student and staff body. This is particularly true for South Africa, which is still grappling with inequalities and pressure for social redress in its universities. Early responses to supporting students took the form of add-on, ‘deficit-model’ approaches which understood poor student retention and success rates as emerging from students’ lack of neutral literacy ‘skills’. Recent initiatives have begun to adopt more socio-cultural understandings of literacy that seek to challenge traditional power structures and cultivate horizontal peer-orientated spaces for learning with a focus on practice rather than on product. Writing groups, as spaces for academic writing development, embrace this orientation and are argued to provide a transformative framework that foregrounds proactive student learning and experience, while still accommodating disciplinary learning through peer engagement. Drawing on the successful implementation of such forms of support at a research-intensive university, this paper argues that writing groups can play a critical role in both personal (student) transformation and broader curriculum transformation. Data include anonymous questionnaires and surveys with participants and coordinators of the writing groups. An inductive, constant comparative analysis indicated that students feel empowered in this space to develop not only their writing practices but also their transforming identities as scholars. Writing groups were found to provide ‘safe spaces’ where academic practices can be made explicit and where they can be challenged. The paper therefore argues that writing groups can play a small but key role in broader transformation efforts.
- Full Text:
- Date Issued: 2018
- Authors: Wilmot, Kirstin , McKenna, Sioux
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/${Handle} , vital:44576 , xlink:href="https://doi.org/10.1080/07294360.2018.1450361"
- Description: Curriculum transformation is a central concern for higher education in response to rapidly expanding technologies, globalisation and the widening diversity of the student and staff body. This is particularly true for South Africa, which is still grappling with inequalities and pressure for social redress in its universities. Early responses to supporting students took the form of add-on, ‘deficit-model’ approaches which understood poor student retention and success rates as emerging from students’ lack of neutral literacy ‘skills’. Recent initiatives have begun to adopt more socio-cultural understandings of literacy that seek to challenge traditional power structures and cultivate horizontal peer-orientated spaces for learning with a focus on practice rather than on product. Writing groups, as spaces for academic writing development, embrace this orientation and are argued to provide a transformative framework that foregrounds proactive student learning and experience, while still accommodating disciplinary learning through peer engagement. Drawing on the successful implementation of such forms of support at a research-intensive university, this paper argues that writing groups can play a critical role in both personal (student) transformation and broader curriculum transformation. Data include anonymous questionnaires and surveys with participants and coordinators of the writing groups. An inductive, constant comparative analysis indicated that students feel empowered in this space to develop not only their writing practices but also their transforming identities as scholars. Writing groups were found to provide ‘safe spaces’ where academic practices can be made explicit and where they can be challenged. The paper therefore argues that writing groups can play a small but key role in broader transformation efforts.
- Full Text:
- Date Issued: 2018
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
Dangers of generic pedagogical panaceas: implementing sevice-learning differently in diverse disciplines
- Hlengwa, Amanda I, McKenna, Sioux
- Authors: Hlengwa, Amanda I , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61051 , vital:27933 , http://joe.ukzn.ac.za/Libraries/No_67_2017/Dangers_of_generic_pedagogical_panaceas_Implementing_service-learning_differently_in_diverse_disciplines.sflb.ashx
- Description: Descriptions of service-learning in the literature tend to position it as a powerful pedagogic tool as well as an exemplar of ‘best practice’ applicable across all disciplines and institutional contexts. Furthermore service-learning is couched as a moral imperative. In the South African context, this moral imperative is translated into policy pronouncements driving institutions of higher education to demonstrate responsiveness to the transformation needs of broader society. In this article, two departments, Philosophy and Environmental Science, at one university are used as case studies to interrogate what enables the uptake of service-learning as a pedagogic tool. Drawing on the work of Fairclough, this paper identifies the dominant discourses at play and considers how they constrain or enable the uptake of service-learning. We advocate for the infusion of service-learning in curricula, but argue that institutional culture, disciplinary values and the structure of knowledge impact on its uptake and should not be dismissed in the implementation process.
- Full Text:
- Date Issued: 2017
- Authors: Hlengwa, Amanda I , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61051 , vital:27933 , http://joe.ukzn.ac.za/Libraries/No_67_2017/Dangers_of_generic_pedagogical_panaceas_Implementing_service-learning_differently_in_diverse_disciplines.sflb.ashx
- Description: Descriptions of service-learning in the literature tend to position it as a powerful pedagogic tool as well as an exemplar of ‘best practice’ applicable across all disciplines and institutional contexts. Furthermore service-learning is couched as a moral imperative. In the South African context, this moral imperative is translated into policy pronouncements driving institutions of higher education to demonstrate responsiveness to the transformation needs of broader society. In this article, two departments, Philosophy and Environmental Science, at one university are used as case studies to interrogate what enables the uptake of service-learning as a pedagogic tool. Drawing on the work of Fairclough, this paper identifies the dominant discourses at play and considers how they constrain or enable the uptake of service-learning. We advocate for the infusion of service-learning in curricula, but argue that institutional culture, disciplinary values and the structure of knowledge impact on its uptake and should not be dismissed in the implementation process.
- Full Text:
- Date Issued: 2017
Death of the PhD: when industry partners determine doctoral outcomes
- Frick, Liezel, McKenna, Sioux, Muthama, Evelyn
- Authors: Frick, Liezel , McKenna, Sioux , Muthama, Evelyn
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66680 , vital:28981 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2017.1263467
- Description: Pre-print , The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
- Full Text:
- Date Issued: 2017
- Authors: Frick, Liezel , McKenna, Sioux , Muthama, Evelyn
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66680 , vital:28981 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2017.1263467
- Description: Pre-print , The PhD is the highest formal qualification and signifies a scholar’s rite of passage as a legitimate contributor of new knowledge in a field. Examiner reports make claims about what is legitimate in a thesis and what is not and thus articulate the organising principles through which participation in a field is measured. The authors analysed 39 examiners’ reports on 13 PhDs produced over a five-year period by scholars from the Higher Education Research doctoral studies programme at Rhodes University in South Africa. Drawing on aspects of Karl Maton’s Legitimation Code Theory (LCT), this study uses the dimensions of LCT:Specialisation and LCT:Semantics to explore what kinds of knowledge, skills and procedures and what kinds of knowers are validated in the field of Higher Education Research through the examination process. The study found that despite concerns in the literature about the a-theoretical nature of the Higher Education Studies field, examiners valued high-level theoretical and meta-theoretical engagement as well as methodological rigour. In addition, examiners prized the ability to demonstrate a strong ideological position, to use a clear doctoral voice, and to recognise the axiological drive of the field. The analysis showed that examiners were interested in strong contextualisation of the problem-spaces in higher education in South Africa but also commented positively on candidates’ ability to move from troubling an issue within its context to being able to abstract findings so as to contribute to the field as a whole.
- Full Text:
- Date Issued: 2017
Developing academic literacies through understanding the nature of disciplinary knowledge
- Clarence, Sherran, McKenna, Sioux
- Authors: Clarence, Sherran , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61062 , vital:27942 , https://doi.org/10.18546/LRE.15.1.04
- Description: Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
- Full Text:
- Date Issued: 2017
- Authors: Clarence, Sherran , McKenna, Sioux
- Date: 2017
- Language: English
- Type: article , text
- Identifier: http://hdl.handle.net/10962/61062 , vital:27942 , https://doi.org/10.18546/LRE.15.1.04
- Description: Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscuring the structures from which these practices emanate. This paper demonstrates how theoretical and analytical tools for conceptualizing disciplinary knowledge structures can connect these with academic literacies development work. Using recent studies that combine academic literacies and theories of knowledge in novel ways, this paper will show that understanding the knowledge structures of different disciplines can enable academic developers to build a stronger body of practice. This will enable academic developers working within disciplinary contexts to more ably speak to the nature of coming to know in higher education.
- Full Text:
- Date Issued: 2017
From contradictions to complementarities: a social realist analysis of the evolution of academic development within a department
- Case, Jennifer M, Heydenrych, Hilton, Kotta, Linda, Marshall, Delia, McKenna, Sioux, Willliams, Kevin
- 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
- 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
Generic gold standard or contextualised public good? Teaching excellence awards in post-colonial South Africa
- Behari-Leak, Kasturi, McKenna, Sioux
- Authors: Behari-Leak, Kasturi , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66774 , vital:28992 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2017.1301910
- Description: Publisher version , Teaching Excellence Awards have raised the profile of teaching as a scholarly project. There are however a number of questions about what constitutes teaching excellence and how ‘excellence’ is understood in current higher education. In a post-colonial South Africa, where significant injustices permeate our society, we question whether excellence can be understood in a generic manner. Furthermore, we argue that as universities are a public good, teaching excellence needs to explicitly attend to the ways in which universities contribute to broad goals of transformation and inclusivity. We analysed data from the national Teaching Excellence Awards and 13 South African universities’ awards to interrogate the discourses that underpin ‘excellence’ in this context of social inequality. We found that while the awards have gone some way to enhancing the position of teaching in institutions, ‘excellence’ was largely articulated in fairly generic ways which failed to take into account the enablements and constraints of the discipline and the institution. Furthermore, the guidelines and criteria privilege a decontextualised notion of excellence that seeks a ‘gold standard’ and validates performativity, rather than a contextualised response to the needs of the students.
- Full Text: false
- Date Issued: 2017
- Authors: Behari-Leak, Kasturi , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66774 , vital:28992 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2017.1301910
- Description: Publisher version , Teaching Excellence Awards have raised the profile of teaching as a scholarly project. There are however a number of questions about what constitutes teaching excellence and how ‘excellence’ is understood in current higher education. In a post-colonial South Africa, where significant injustices permeate our society, we question whether excellence can be understood in a generic manner. Furthermore, we argue that as universities are a public good, teaching excellence needs to explicitly attend to the ways in which universities contribute to broad goals of transformation and inclusivity. We analysed data from the national Teaching Excellence Awards and 13 South African universities’ awards to interrogate the discourses that underpin ‘excellence’ in this context of social inequality. We found that while the awards have gone some way to enhancing the position of teaching in institutions, ‘excellence’ was largely articulated in fairly generic ways which failed to take into account the enablements and constraints of the discipline and the institution. Furthermore, the guidelines and criteria privilege a decontextualised notion of excellence that seeks a ‘gold standard’ and validates performativity, rather than a contextualised response to the needs of the students.
- Full Text: false
- Date Issued: 2017
Strengthening postgraduate supervision
- McKenna, Sioux, Clarence-Fincham, Jenny, Boughey, Chrissie, Wels, Harry, Van den Heuvel, Henk
- Authors: McKenna, Sioux , Clarence-Fincham, Jenny , Boughey, Chrissie , Wels, Harry , Van den Heuvel, Henk
- Date: 2017
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66645 , vital:28975 , ISBN 9781928357322 , https://doi.10.18820/9781928357323
- Description: Preface: Since 1996 the number of students enrolled for Master’s study in South Africa has more than doubled, while doctoral enrolments have almost tripled (Cloete, Mouton and Sheppard 2015). Such enormous growth has had major implications for supervision, especially in a context where only 39% of academics have doctorates themselves. If South Africa is to come close to the National Development Plan target of 5 000 doctoral graduates per year by 2030, the pressure on supervisors is likely to continue apace. But supervision is of course not simply a matter of applying technical skills to churn out highly competent postgraduate scholars. It is a teaching craft coupled with research acumen and deep personal commitment. This book reflects on how a range of supervisors are making sense of this complex endeavour. The Strengthening Postgraduate Supervision book brings together 15 chapters written by 18 academics from 16 disciplines in 11 institutions. The authors work across all three institutional types found in higher education in South Africa: traditional universities, comprehensive universities and universities of technology. Through this rich array of contributions, supervision is presented never as a ‘best practice’ to be generically implemented but rather as a nuanced pedagogy to be nurtured through critical reflection. The chapters mix theoretical considerations of the postgraduate process and personal narratives of supervision practice. Most of the authors can be described as emerging supervisors, with a few contributions from more experienced supervisors, but all have in common a deep desire to forge inclusive environments that foster meaningful postgraduate research and nurture a new generation of scholars. It is through the sharing of these academics’ concerns and constraints, competencies and celebrations that this book adds to our understanding of postgraduate supervision in South Africa.
- Full Text: false
- Date Issued: 2017
- Authors: McKenna, Sioux , Clarence-Fincham, Jenny , Boughey, Chrissie , Wels, Harry , Van den Heuvel, Henk
- Date: 2017
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66645 , vital:28975 , ISBN 9781928357322 , https://doi.10.18820/9781928357323
- Description: Preface: Since 1996 the number of students enrolled for Master’s study in South Africa has more than doubled, while doctoral enrolments have almost tripled (Cloete, Mouton and Sheppard 2015). Such enormous growth has had major implications for supervision, especially in a context where only 39% of academics have doctorates themselves. If South Africa is to come close to the National Development Plan target of 5 000 doctoral graduates per year by 2030, the pressure on supervisors is likely to continue apace. But supervision is of course not simply a matter of applying technical skills to churn out highly competent postgraduate scholars. It is a teaching craft coupled with research acumen and deep personal commitment. This book reflects on how a range of supervisors are making sense of this complex endeavour. The Strengthening Postgraduate Supervision book brings together 15 chapters written by 18 academics from 16 disciplines in 11 institutions. The authors work across all three institutional types found in higher education in South Africa: traditional universities, comprehensive universities and universities of technology. Through this rich array of contributions, supervision is presented never as a ‘best practice’ to be generically implemented but rather as a nuanced pedagogy to be nurtured through critical reflection. The chapters mix theoretical considerations of the postgraduate process and personal narratives of supervision practice. Most of the authors can be described as emerging supervisors, with a few contributions from more experienced supervisors, but all have in common a deep desire to forge inclusive environments that foster meaningful postgraduate research and nurture a new generation of scholars. It is through the sharing of these academics’ concerns and constraints, competencies and celebrations that this book adds to our understanding of postgraduate supervision in South Africa.
- Full Text: false
- Date Issued: 2017
Student-generated content: an approach to harnessing the power of diversity in higher education
- Snowball, Jeanette D, McKenna, Sioux
- Authors: Snowball, Jeanette D , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66763 , vital:28991 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2016.1273205
- Description: Publisher version , Internationally, classes in higher education institutions are becoming larger and more diverse. Support for ‘non-traditional’ students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University.
- Full Text: false
- Date Issued: 2017
- Authors: Snowball, Jeanette D , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66763 , vital:28991 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2016.1273205
- Description: Publisher version , Internationally, classes in higher education institutions are becoming larger and more diverse. Support for ‘non-traditional’ students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University.
- Full Text: false
- Date Issued: 2017
The contradictory conceptions of research in historically black universities
- Muthama, Evelyn, McKenna, Sioux
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187183 , vital:44577 , xlink:href="http://dx.doi. org/10.18820/2519593X/pie. v35i1.10"
- Description: Research is conceptualised in multiple and contradictory ways within and across Historically Black Universities (HBUs) with consequences for knowledge production. Under the apartheid regime, research was deliberately underdeveloped in such institutions and this continues to have an impact. We argue that if HBUs are to move from the constraints of the past into the possibilities of the future, there is a need for a thorough understanding both of how research is currently conceptualised, and of the consequences of such conceptions for research output. We used a critical discourse analysis of interviews, documents and survey data from seven HBUs to identify the dominant discourses about the purposes of research. The findings are four dominant conceptions of research that sometimes contradict each other across and within the HBUs. These are research as integral to academic identity; research for social justice; research as an economic driver and research as an instrumentalist requirement for job security, promotion and incentives. These conceptions seemed to emerge in part because of the history of the institutions and create both constraining and enabling effects on research production.
- Full Text:
- Date Issued: 2017
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187183 , vital:44577 , xlink:href="http://dx.doi. org/10.18820/2519593X/pie. v35i1.10"
- Description: Research is conceptualised in multiple and contradictory ways within and across Historically Black Universities (HBUs) with consequences for knowledge production. Under the apartheid regime, research was deliberately underdeveloped in such institutions and this continues to have an impact. We argue that if HBUs are to move from the constraints of the past into the possibilities of the future, there is a need for a thorough understanding both of how research is currently conceptualised, and of the consequences of such conceptions for research output. We used a critical discourse analysis of interviews, documents and survey data from seven HBUs to identify the dominant discourses about the purposes of research. The findings are four dominant conceptions of research that sometimes contradict each other across and within the HBUs. These are research as integral to academic identity; research for social justice; research as an economic driver and research as an instrumentalist requirement for job security, promotion and incentives. These conceptions seemed to emerge in part because of the history of the institutions and create both constraining and enabling effects on research production.
- Full Text:
- Date Issued: 2017
The role of doctoral education in early career academic development
- Frick, Liezel, Albertyn, Ruth, Brodin, Eva, McKenna, Sioux, Claessson, Silwa
- Authors: Frick, Liezel , Albertyn, Ruth , Brodin, Eva , McKenna, Sioux , Claessson, Silwa
- Date: 2017
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66658 , vital:28978 , ISBN 9781928357216 , https://www.researchgate.net/publication/311427468/download
- Description: The social and economic significance of the doctorate is recognised across the world, as doctoral candidates are considered to be key contributors to the knowledge society by contributing to socio-economic development through innovation (Barnacle 2005; Taylor 2012). Doctoral students – regardless of their discipline – are expected to take part actively in the knowledge creation process at universities, and this is especially important for those who will remain in academia and continue to contribute in this way.1 But knowledge creation is a complex process. Knowledge creation at the doctoral level and beyond requires a comprehensive understanding of relevant knowledge, sound judgment, and the ability to advise with insight. Doctoral learning also includes aspects such as abstract reasoning, the ability to conceptualise, and problem solving. Thus, through the original contribution candidates are expected to create during the doctorate, they are supposed to become experts in their chosen field of study. This process has been described by Evans (2014) as disciplinary acculturation. Various authors (for example Danby & Lee 2012; Lin & Cranton 2005; Manathunga & Goozée 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice (Dreyfus & Dreyfus 1986). Benmore (2014) states that for those pursuing academic careers, it involves coming to know, but also coming to be an academic. Such a process of becoming doctorate implies movement over time, progression, and transformation (Barnacle, 2005).
- Full Text: false
- Date Issued: 2017
- Authors: Frick, Liezel , Albertyn, Ruth , Brodin, Eva , McKenna, Sioux , Claessson, Silwa
- Date: 2017
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66658 , vital:28978 , ISBN 9781928357216 , https://www.researchgate.net/publication/311427468/download
- Description: The social and economic significance of the doctorate is recognised across the world, as doctoral candidates are considered to be key contributors to the knowledge society by contributing to socio-economic development through innovation (Barnacle 2005; Taylor 2012). Doctoral students – regardless of their discipline – are expected to take part actively in the knowledge creation process at universities, and this is especially important for those who will remain in academia and continue to contribute in this way.1 But knowledge creation is a complex process. Knowledge creation at the doctoral level and beyond requires a comprehensive understanding of relevant knowledge, sound judgment, and the ability to advise with insight. Doctoral learning also includes aspects such as abstract reasoning, the ability to conceptualise, and problem solving. Thus, through the original contribution candidates are expected to create during the doctorate, they are supposed to become experts in their chosen field of study. This process has been described by Evans (2014) as disciplinary acculturation. Various authors (for example Danby & Lee 2012; Lin & Cranton 2005; Manathunga & Goozée 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice (Dreyfus & Dreyfus 1986). Benmore (2014) states that for those pursuing academic careers, it involves coming to know, but also coming to be an academic. Such a process of becoming doctorate implies movement over time, progression, and transformation (Barnacle, 2005).
- Full Text: false
- Date Issued: 2017
Academic literacy and the decontextualised learner
- Boughey, Chrissie, McKenna, Sioux
- Authors: Boughey, Chrissie , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/64651 , vital:28585 , http://www.DOI:10.14426/cristal.v4i2.80
- Description: The literacy practices that are valued in the university emerge from specific disciplinary histories yet students are often expected to master these as if they were common sense and natural. This article argues that the autonomous model of literacy, which sees language use as the application of a set of neutral skills, continues to dominate in South African universities. This model denies the extent to which taking on disciplinary literacy practices can be difficult and have implications for identity. It also allows disciplinary norms to remain largely opaque and beyond critique. Furthermore, the autonomous model of literacy is often coupled with a discourse of the ‘decontextualised learner’ who is divorced from her social context, with higher education success seen to be resting largely upon attributes inherent in, or lacking from, the individual. Sadly, alternative critical social understandings have not been widely taken up despite their being well researched. Indeed, such understandings have often been misappropriated in ways that draw on critical social terminology to offer autonomous, decontextualised, remedial student interventions. We argue that these issues are implicated in students’ accusations that universities are alienating spaces.
- Full Text:
- Date Issued: 2016
- Authors: Boughey, Chrissie , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/64651 , vital:28585 , http://www.DOI:10.14426/cristal.v4i2.80
- Description: The literacy practices that are valued in the university emerge from specific disciplinary histories yet students are often expected to master these as if they were common sense and natural. This article argues that the autonomous model of literacy, which sees language use as the application of a set of neutral skills, continues to dominate in South African universities. This model denies the extent to which taking on disciplinary literacy practices can be difficult and have implications for identity. It also allows disciplinary norms to remain largely opaque and beyond critique. Furthermore, the autonomous model of literacy is often coupled with a discourse of the ‘decontextualised learner’ who is divorced from her social context, with higher education success seen to be resting largely upon attributes inherent in, or lacking from, the individual. Sadly, alternative critical social understandings have not been widely taken up despite their being well researched. Indeed, such understandings have often been misappropriated in ways that draw on critical social terminology to offer autonomous, decontextualised, remedial student interventions. We argue that these issues are implicated in students’ accusations that universities are alienating spaces.
- Full Text:
- Date Issued: 2016
Linking the ‘know-that’ and ‘know-how’ knowledge through games: a quest to evolve the future for science and engineering education
- Vahed, Anisa, McKenna, Sioux, Singh, S
- Authors: Vahed, Anisa , McKenna, Sioux , Singh, S
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66785 , vital:28993 , ISSN 1573-174X , https://doi.org/10.1007/s10734-015-9956-9
- Description: Publisher version , This paper responds to Muller’s notions of ‘knowing-that’ and ‘knowing how’. The paper addresses how educational interventions that are designed in line with targeted discipline-specific subjects can enhance the balance between professional practice and disciplinary knowledge in professionally accredited programmes at universities of technology. The context is a Dental Technology programme at a University of Technology in South Africa. Teaching through discipline-specific games, conceptualised from a game literacies perspective, is proposed as an engaging, interactive pedagogy for learning disciplinary knowledge that potentially encourages access to a particular affinity group. The authors use concepts from Bernstein and Maton to investigate whether epistemic relations or social relations are emphasised through board and digital games designed for two Dental Technology subjects. This paper offers valuable insight into alternative pedagogies that can be adopted into science, technology, engineering, and mathematics education with the aim of paving a pathway towards Muller’s Scenario 3.
- Full Text: false
- Date Issued: 2016
- Authors: Vahed, Anisa , McKenna, Sioux , Singh, S
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66785 , vital:28993 , ISSN 1573-174X , https://doi.org/10.1007/s10734-015-9956-9
- Description: Publisher version , This paper responds to Muller’s notions of ‘knowing-that’ and ‘knowing how’. The paper addresses how educational interventions that are designed in line with targeted discipline-specific subjects can enhance the balance between professional practice and disciplinary knowledge in professionally accredited programmes at universities of technology. The context is a Dental Technology programme at a University of Technology in South Africa. Teaching through discipline-specific games, conceptualised from a game literacies perspective, is proposed as an engaging, interactive pedagogy for learning disciplinary knowledge that potentially encourages access to a particular affinity group. The authors use concepts from Bernstein and Maton to investigate whether epistemic relations or social relations are emphasised through board and digital games designed for two Dental Technology subjects. This paper offers valuable insight into alternative pedagogies that can be adopted into science, technology, engineering, and mathematics education with the aim of paving a pathway towards Muller’s Scenario 3.
- Full Text: false
- Date Issued: 2016
Partnerships and parents–relationships in tutorial programmes
- Layton, Delia M, McKenna, Sioux
- Authors: Layton, Delia M , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66699 , vital:28983 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2015.1087471
- Description: The tutorial system is considered to be a useful pedagogical intervention to improve student retention, particularly in the context of a first-year student’s experience of entering university. For these novice students to achieve academic success, it is important that they are given access to the subject-specific knowledge and practices in their different disciplines, that is, that they acquire ‘epistemological access’. A recent study of the tutorial system in a South African university (Layton, D.M. [2013]. A social realist account of the tutorial system at the University of Johannesburg (Unpublished doctoral dissertation). Rhodes University, Grahamstown), sought to discover to what extent tutorials were discursively constructed as being about the enablement of epistemological access. This paper focuses on two discourses that emerged from the study – the parent discourse and the partnership discourse. Both discourses were concerned with relationships between key stakeholders in the tutorial programme. Given that tutorials are considered to be spaces in which more intimate learning can take place than in the anonymous environment of the large lecture hall, an interrogation of the relationships fostered in tutorials is important. The parent discourse, in which students were positioned as ‘kids’ needing care, was supportive of new students but ran the risk of being patronising and reductionist. The partnerships discourse, in which tutors and academics were seen to be working together towards the common goal of student success, was seen to be enabling of epistemological access. But it required a commitment to teaching endeavours that was in tension with the institutional focus on research. Through a social realist analysis of the two discourses constructing relationships in the tutorial system, we conclude that these discourses have the power to both constrain and enable the extent to which the tutorial system can be a site of epistemological access.
- Full Text: false
- Date Issued: 2016
- Authors: Layton, Delia M , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66699 , vital:28983 , ISSN 1469-8366 , https://doi.org/10.1080/07294360.2015.1087471
- Description: The tutorial system is considered to be a useful pedagogical intervention to improve student retention, particularly in the context of a first-year student’s experience of entering university. For these novice students to achieve academic success, it is important that they are given access to the subject-specific knowledge and practices in their different disciplines, that is, that they acquire ‘epistemological access’. A recent study of the tutorial system in a South African university (Layton, D.M. [2013]. A social realist account of the tutorial system at the University of Johannesburg (Unpublished doctoral dissertation). Rhodes University, Grahamstown), sought to discover to what extent tutorials were discursively constructed as being about the enablement of epistemological access. This paper focuses on two discourses that emerged from the study – the parent discourse and the partnership discourse. Both discourses were concerned with relationships between key stakeholders in the tutorial programme. Given that tutorials are considered to be spaces in which more intimate learning can take place than in the anonymous environment of the large lecture hall, an interrogation of the relationships fostered in tutorials is important. The parent discourse, in which students were positioned as ‘kids’ needing care, was supportive of new students but ran the risk of being patronising and reductionist. The partnerships discourse, in which tutors and academics were seen to be working together towards the common goal of student success, was seen to be enabling of epistemological access. But it required a commitment to teaching endeavours that was in tension with the institutional focus on research. Through a social realist analysis of the two discourses constructing relationships in the tutorial system, we conclude that these discourses have the power to both constrain and enable the extent to which the tutorial system can be a site of epistemological access.
- Full Text: false
- Date Issued: 2016
Possible futures for science and engineering education
- Blackie, Margaret A L, Le Roux, Kate, McKenna, Sioux
- Authors: Blackie, Margaret A L , Le Roux, Kate , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66796 , vital:28994 , ISSN 1573-174X , https://doi.org/10.1007/s10734-015-9962-y
- Description: Publisher version , From Introduction: The understanding that the science, engineering, technology and mathematics disciplines (STEM) have a significant and directly causal role to play in economic productivity and innovation has driven an increased focus on these fields in higher education. Innovation in this context is a shorthand for the harnessing of the knowledge economy and the provision of products with novel significant ‘added value’. The assumption in both developed and developing economies alike is that STEM will drive national growth (World Bank 2002; UNESCO 2009), and this impacts on demands that universities provide competent graduates in sufficient numbers. However, exactly what ‘competency’ might mean in this context is open to debate.
- Full Text: false
- Date Issued: 2016
- Authors: Blackie, Margaret A L , Le Roux, Kate , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66796 , vital:28994 , ISSN 1573-174X , https://doi.org/10.1007/s10734-015-9962-y
- Description: Publisher version , From Introduction: The understanding that the science, engineering, technology and mathematics disciplines (STEM) have a significant and directly causal role to play in economic productivity and innovation has driven an increased focus on these fields in higher education. Innovation in this context is a shorthand for the harnessing of the knowledge economy and the provision of products with novel significant ‘added value’. The assumption in both developed and developing economies alike is that STEM will drive national growth (World Bank 2002; UNESCO 2009), and this impacts on demands that universities provide competent graduates in sufficient numbers. However, exactly what ‘competency’ might mean in this context is open to debate.
- Full Text: false
- Date Issued: 2016
The Guinea pigs of a problem-based learning curriculum
- Reddy, Sarasvathie, McKenna, Sioux
- Authors: Reddy, Sarasvathie , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66730 , vital:28987 , ISSN 1470-3300 , https://doi.org/10.1080/14703297.2014.959542
- Description: Publisher version , Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.
- Full Text: false
- Date Issued: 2016
- Authors: Reddy, Sarasvathie , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66730 , vital:28987 , ISSN 1470-3300 , https://doi.org/10.1080/14703297.2014.959542
- Description: Publisher version , Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.
- Full Text: false
- Date Issued: 2016