Knowledge and knowers in Educational Leadership and Management (ELM) Master’s Programmes in South Africa
- Authors: Kajee, Farhana Amod
- Date: 2018
- Subjects: Educational leadership -- South Africa , Teachers -- Training of -- South Africa , Education, Higher -- South Africa , Master of education degree -- South Africa , Knowledge, Theory of , Educational sociology -- South Africa , Education, Higher -- Aims and objectives -- South Africa , Legitimation Code Theory (LCT)
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/60698 , vital:27819
- Description: This dissertation examines the knowledge and knower practices in the Master’s in Educational Leadership and Management (ELM) coursework programmes at South African public universities. This study was prompted by my growing awareness of problems and tensions in the field of ELM generally, and at the level of programme design of the M Ed degree in particular. Many of these had been identified by a national audit of coursework M Eds in ELM (CHE, 2010), and this study sought to find a way of theorising these with a view to improving both course design and teaching. To this end I employed Maton’s Legitimation Code Theory (LCT) which enables critical engagement with knowledge and knowers in programmes, how they are positioned, and how this positioning may be problematic. Hence my first research question sought to discover and critique what counted as knowledge in these programmes and why, while the second asked how knowers were positioned, and why this had come to be the case. LCT has its roots in the work of Bernstein and Maton, whose preoccupation with curriculum was/is driven by a sense of social justice: if we can understand how and why the curriculum is organised and presented in a particular way, it becomes possible to re-imagine teaching and learning, making it accessible to a broader, more inclusive body of learners. The study also drew on critical realism as an underlabourer. This philosophy provided a nuanced understanding of ontology, encouraging and enabling me, as researcher, to unearth causal mechanisms driving the status quo. Only seven South African universities currently offer the coursework option of a Master’s degree in ELM, compared to thirteen when the audit was conducted in 2010. Six of the universities agreed to take part in the study. Data was gathered through content analysis of the six course outlines and interviews with individual co-ordinators or academics centrally involved in the programmes. Through the development of a translation device I was able to establishing that a knower code was dominant in the programmes. Using this point as my departure, I interrogated the knowledge practices and found that different types of knowledge were being privileged across the programmes, with some having a practical/professional leaning and others a more academic/theoretical orientation. The resultant tension does, I argue, restrict knowledge building and helps to account for the fact that the field is generally considered to be under-theorised. The fact all of these programme are registered with the same national qualifications authority, ostensibly following the same national guidelines for Master’s degrees is worrying. The study attempts to find underlying, historically significant reasons for this unevenness. An analysis of the programmes revealed a leaning towards supportive pedagogical approaches. While all programmes promote a cultivated gaze their purposes are not always the same. While a hegemonic practices potential for opening counts as knowledge, cultivated gaze can enable transformation, it can also encourage that can impede real change and empowerment. The study has the up much needed debate on what is meant by a Master’s in ELM, what and what kinds of knower are envisaged.
- Full Text:
- Date Issued: 2018
The conceptualisation principles of an academic literacy course: an interpretive study of the English for academic purposes module at a Namibian University
- Authors: Onomo, Angelina Medzo
- Date: 2018
- Subjects: Academic writing -- Study and teaching -- Namibia , Information literacy -- Study and teaching -- Namibia , Information literacy -- Social aspects -- Namibia , Academic language -- Namibia , Qualitative research -- Methodology
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62862 , vital:28304
- Description: This thesis reports on an investigation into the features of an English for Academic Purposes (EAP) course that may promote or constrain students’ success at the Namibia University of Science and Technology (NUST). Work by the New Literacy Studies has problematised what it means to be academically literate and has critiqued the notion of skills training in Higher Education. This study sought to develop an understanding of what the coursework writers’ and lecturers’ priorities were in designing and assessing academic literacy as expressed in the English for Academic Purposes (EAP) module, and to explain contradictions. As part of this process, it sought to identify the module’s strengths and weaknesses in terms of an understanding of literacy as a social practice, and to recommend changes if necessary. My interest in this module is a result of two interrelated factors. Firstly, as a novice part-time lecturer at NUST, I became concerned at the prevailing high EAP failure rate, which suggested that the course was not in fact promoting the academic literacy of the students. At the same time, my own attempts at ‘equipping’ students with the required academic literacy skills were frustrating. Both these factors suggested that the design and assessment of the course might be misaligned with its purported aims. To carry out this research, I employed an interpretive paradigm using a qualitative approach. I draw on theories in the field of academic literacies by Gee, Street and Lea. The methodology for the study was a document analysis of coursework materials and assessments, supplemented by interviews with available course designers. The key finding of the research is that the aims of the module are undercut by its structure and presentation. The design and assessment tasks of this module, while they aim at giving epistemological access through the development of students’ academic literacy skills, are unlikely to achieve it. This finding explains to some extent the poor throughput rate of the course.
- Full Text:
- Date Issued: 2018
Understanding the extension capacity needs of the CapeNature Stewardship Programme in the Western Cape Province of South Africa
- Authors: Coetzee, Johannes Christiaan
- Date: 2018
- Subjects: Conservation projects (Natural resources) , Psychometrics , Adaptive natural resource management , Biodiversity conservation , CapeNature Stewardship Programme
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/63220 , vital:28383
- Description: There is an increasing call for conservation programmes to provide sound evidence of effectiveness, and employing empirical evaluations can assist in the transition to evidence-based conservation practices. The objectives of this research were to develop a logic model for the CapeNature Stewardship Programme which would articulate the programme's theory of operation with respect to its Stewardship Programme landholders. The second major objective was to develop psychometric instruments for assessing the motivations and satisfactions of the programme's stewardship landholders. Both objectives included the aim to provide robust and repeatable instruments for exploring landholder's psychology, and developing a programme's theory of operation to understand the programme and improve with understanding the needs of the landowners. In this regard the processes and methodologies employed represent a major component of this research. A mixed methods approach was utilized, including stakeholder and volunteer surveys, conducted via mailing hardcopies and the internet, together with three focus groups held with the programme's management, extension staff and the stewardship landholders. Analysis of the data thus collected included both qualitative and quantitative approaches, specifically coding and content analysis, together with statistical tests of internal consistency, factor analysis and doubling correspondence analysis. Robust indices for example validity and internal consistency were developed for assessing landholder’s satisfaction with extension and level of satisfaction with the stewardship programme (Babbie 2007). These indices revealed that landholders in the Stewardship Programme are not satisfied with the programme, and exhibit behaviours suggesting they act as advocates for the programme. Demographic data and additional information provided further insights into the programme. The development of a method for articulating the programme's theory of operation is represented, together with four logic models which graphically illustrate this theory. This process and theory allowed for recommendations to be provided for the programme's improvement. A platform for adaptive management and further evaluations of this, and similar programmes, represents a major outcome of this research, understanding the extension capacity needs for the conservation of biodiversity in the CapeNature Stewardship Programme to function as a model for improving the implementation of the programme across the Western Cape, South Africa. This research feeds into an evaluation of CapeNature’s Biodiveristy Stewardship programme and demonstrates the importance of incorporating psychology into conservation interventions.
- Full Text:
- Date Issued: 2018