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
Going to university: the Influence of higher education on the lives of young South Africans
- Case, Jennifer M, Marshall, Delia, McKenna, Sioux, Mogashana, Disaapele
- Authors: Case, Jennifer M , Marshall, Delia , McKenna, Sioux , Mogashana, Disaapele
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa Education, Higher -- South Africa College students -- South Africa Education, Higher -- South Africa -- Social aspects Education, Higher -- South Africa -- Economic aspects
- Language: English
- Type: e-book , text
- Identifier: http://hdl.handle.net/10962/61134 , vital:27981 , https://books.google.co.za/books?id=T-RMDwAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
- Full Text: false
- Date Issued: 2018
- Authors: Case, Jennifer M , Marshall, Delia , McKenna, Sioux , Mogashana, Disaapele
- Date: 2018
- Subjects: Education, Higher -- Aims and objectives -- South Africa Education, Higher -- South Africa College students -- South Africa Education, Higher -- South Africa -- Social aspects Education, Higher -- South Africa -- Economic aspects
- Language: English
- Type: e-book , text
- Identifier: http://hdl.handle.net/10962/61134 , vital:27981 , https://books.google.co.za/books?id=T-RMDwAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
- Full Text: false
- Date Issued: 2018
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
'We throw away our books': Students’ reading practices and identities
- O'Shea, Cathy, McKenna, Sioux, Thomson, Carol
- Authors: O'Shea, Cathy , McKenna, Sioux , Thomson, Carol
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187128 , vital:44570 , xlink:href="https://doi.org/10.1016/j.linged.2018.11.001"
- Description: The aim of this research was to understand university students’ self-reported reading practices. The students attended the University of Fort Hare in South Africa, a historically black institution in a rural and under-resourced setting. A framework of New Literacy Studies (NLS) was used to understand students’ self-reported reading practices and the links between these and their identities. Tools provided by Gee, 2005, Gee, 2011 were applied to conduct a CDA of focus group discussions. In the ‘We Blacks’ Discourse, interviewees ‘othered’ the idea of reading as not being culturally valued. It was closely allied to the ‘Resistance to Reading’ Discourse, as participants explained that they tended to disregard books and did not enjoy leisure reading. The ‘Better Than Us’ discourse was drawn upon to suggest that reading was associated with attitudes of superiority. These discourses tended to homogenise class and other differences between black students and indicated the ways in which their experiences made adopting academic identities difficult. The analysis suggests that the racism of the past continues to impact students’ reading identities. The article concludes that the effects of these and related discourses require a response across the education sector, and transformative pedagogies might be needed in higher education.
- Full Text:
- Date Issued: 2019
- Authors: O'Shea, Cathy , McKenna, Sioux , Thomson, Carol
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187128 , vital:44570 , xlink:href="https://doi.org/10.1016/j.linged.2018.11.001"
- Description: The aim of this research was to understand university students’ self-reported reading practices. The students attended the University of Fort Hare in South Africa, a historically black institution in a rural and under-resourced setting. A framework of New Literacy Studies (NLS) was used to understand students’ self-reported reading practices and the links between these and their identities. Tools provided by Gee, 2005, Gee, 2011 were applied to conduct a CDA of focus group discussions. In the ‘We Blacks’ Discourse, interviewees ‘othered’ the idea of reading as not being culturally valued. It was closely allied to the ‘Resistance to Reading’ Discourse, as participants explained that they tended to disregard books and did not enjoy leisure reading. The ‘Better Than Us’ discourse was drawn upon to suggest that reading was associated with attitudes of superiority. These discourses tended to homogenise class and other differences between black students and indicated the ways in which their experiences made adopting academic identities difficult. The analysis suggests that the racism of the past continues to impact students’ reading identities. The article concludes that the effects of these and related discourses require a response across the education sector, and transformative pedagogies might be needed in higher education.
- Full Text:
- Date Issued: 2019
The obstinate notion that higher education is a meritocracy
- Sobuwa, Simpiwe, McKenna, Sioux
- Authors: Sobuwa, Simpiwe , McKenna, Sioux
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187150 , vital:44574 , xlink:href="https://doi.org/10.14426/cristal.v7i2.184"
- Description: Student success is an enormous concern in light of the high drop-out rates in South African universities. There is a wealth of local and international research which provides complex explanations for these statistics, but the common-sense understanding is that those students who have the right attributes and who work hard will do well. While the notion of higher education as a meritocracy is pervasive, it is invalid given the effects of numerous other mechanisms at play in the students' educational experiences. This article draws from the literature to discuss the problems of the meritocratic explanation in how it fails to sufficiently account for the centrality of agency and the ways in which this intersects with societal structures. We argue that more useful understandings of student success and failure require social theory that acknowledges the complexities underpinning student success or failure.
- Full Text:
- Date Issued: 2019
- Authors: Sobuwa, Simpiwe , McKenna, Sioux
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187150 , vital:44574 , xlink:href="https://doi.org/10.14426/cristal.v7i2.184"
- Description: Student success is an enormous concern in light of the high drop-out rates in South African universities. There is a wealth of local and international research which provides complex explanations for these statistics, but the common-sense understanding is that those students who have the right attributes and who work hard will do well. While the notion of higher education as a meritocracy is pervasive, it is invalid given the effects of numerous other mechanisms at play in the students' educational experiences. This article draws from the literature to discuss the problems of the meritocratic explanation in how it fails to sufficiently account for the centrality of agency and the ways in which this intersects with societal structures. We argue that more useful understandings of student success and failure require social theory that acknowledges the complexities underpinning student success or failure.
- Full Text:
- Date Issued: 2019
The use of turnitin in the higher education sector: Decoding the myth
- Mphahlele, Amanda, McKenna, Sioux
- Authors: Mphahlele, Amanda , McKenna, Sioux
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124229 , vital:35578 , https://doi.org/10.1080/02602938.2019.1573971
- Description: Plagiarism needs to be addressed to maintain academic standards and to safeguard the integrity of the academic project. With the evolving digital world, conventional methods of addressing plagiarism are gradually being dismissed in favour of new technologies. Unfortunately, there is a general misunderstanding about what such technologies do. This paper was written from a PhD study, and looks at how such misunderstandings emerge across the higher education sector of one country. Institutional policies and other documents related to plagiarism were analysed from public universities across South Africa, and this was then augmented with interviews with members of institutional plagiarism committees. The results of the study revealed that technology is a key facet in these universities’ attempts to reduce the incidents of plagiarism, and that Turnitin is the most favored text-matching tool. However, the software is misunderstood to be predominantly a plagiarism detection tool for policing purposes, ignoring its educational potential for student development. The implication is that, if Turnitin is primarily used as a policing tool, students are not only denied access to nuanced pedagogical interventions that might develop their academic writing, but its misuse could also change students’ behavior in undesirable ways.
- Full Text:
- Date Issued: 2019
- Authors: Mphahlele, Amanda , McKenna, Sioux
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/124229 , vital:35578 , https://doi.org/10.1080/02602938.2019.1573971
- Description: Plagiarism needs to be addressed to maintain academic standards and to safeguard the integrity of the academic project. With the evolving digital world, conventional methods of addressing plagiarism are gradually being dismissed in favour of new technologies. Unfortunately, there is a general misunderstanding about what such technologies do. This paper was written from a PhD study, and looks at how such misunderstandings emerge across the higher education sector of one country. Institutional policies and other documents related to plagiarism were analysed from public universities across South Africa, and this was then augmented with interviews with members of institutional plagiarism committees. The results of the study revealed that technology is a key facet in these universities’ attempts to reduce the incidents of plagiarism, and that Turnitin is the most favored text-matching tool. However, the software is misunderstood to be predominantly a plagiarism detection tool for policing purposes, ignoring its educational potential for student development. The implication is that, if Turnitin is primarily used as a policing tool, students are not only denied access to nuanced pedagogical interventions that might develop their academic writing, but its misuse could also change students’ behavior in undesirable ways.
- Full Text:
- Date Issued: 2019
A systematic analysis of doctoral publication trends in South Africa
- van Schalkwyk, Susan, Mouton, Johann, Redlinghuys, Herman, McKenna, Sioux
- Authors: van Schalkwyk, Susan , Mouton, Johann , Redlinghuys, Herman , McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185826 , vital:44438 , xlink:href="http://dx.doi.org/10.17159/sajs.2020/7926"
- Description: It is incumbent upon doctoral students that their work makes a substantive contribution to the field within which it is conducted. Dissemination of this work beyond the dissertation, whether whilst studying or after graduation, is necessary to ensure that the contribution does not remain largely dormant. While dissemination can take many forms, peer-reviewed journal articles are the key medium by which knowledge is shared. We aimed to establish the proportion of doctoral theses that results in journal publications by linking South African doctoral thesis metadata to journal articles authored by doctoral candidates. To effect this matching, a customised data set was created that comprised two large databases: the South African Theses Database (SATD), which documented all doctoral degrees awarded in South Africa (2005-2014), and the South African Knowledgebase (SAK), which listed all publications submitted for subsidy to the South African Department of Higher Education and Training (2005-2017). The process followed several iterations of matching and verification, including manual inspection of the data, in order to isolate only those records for which the link was established beyond doubt. Over the period under review, 47.6% of graduates, representing 22 of the 26 higher education institutions, published at least one journal article. Results further indicate increasingly higher publication rates over time. To explore whether the journal article identified was a direct product of the study, a similarity index was developed. Over 75% of records demonstrated high similarity. While the trend towards increasing publications by graduates is promising, work in this area should be ongoing. In spite of increasing trends in publications by graduates, many are not disseminating their work, suggesting that significant bodies of research are potentially not being shared with the academic community and are therefore not contributing to the relevant discipline or field. •This study provides baseline data from which a number of further investigations can be launched, such as exploring the extent to which doctoral candidates who are also academics are publishing their work; the factors that enable or constrain publication; the other avenues of dissemination used; and whether publishing or not publishing can serve as a proxy for the quality of the doctoral work.
- Full Text:
- Date Issued: 2020
- Authors: van Schalkwyk, Susan , Mouton, Johann , Redlinghuys, Herman , McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185826 , vital:44438 , xlink:href="http://dx.doi.org/10.17159/sajs.2020/7926"
- Description: It is incumbent upon doctoral students that their work makes a substantive contribution to the field within which it is conducted. Dissemination of this work beyond the dissertation, whether whilst studying or after graduation, is necessary to ensure that the contribution does not remain largely dormant. While dissemination can take many forms, peer-reviewed journal articles are the key medium by which knowledge is shared. We aimed to establish the proportion of doctoral theses that results in journal publications by linking South African doctoral thesis metadata to journal articles authored by doctoral candidates. To effect this matching, a customised data set was created that comprised two large databases: the South African Theses Database (SATD), which documented all doctoral degrees awarded in South Africa (2005-2014), and the South African Knowledgebase (SAK), which listed all publications submitted for subsidy to the South African Department of Higher Education and Training (2005-2017). The process followed several iterations of matching and verification, including manual inspection of the data, in order to isolate only those records for which the link was established beyond doubt. Over the period under review, 47.6% of graduates, representing 22 of the 26 higher education institutions, published at least one journal article. Results further indicate increasingly higher publication rates over time. To explore whether the journal article identified was a direct product of the study, a similarity index was developed. Over 75% of records demonstrated high similarity. While the trend towards increasing publications by graduates is promising, work in this area should be ongoing. In spite of increasing trends in publications by graduates, many are not disseminating their work, suggesting that significant bodies of research are potentially not being shared with the academic community and are therefore not contributing to the relevant discipline or field. •This study provides baseline data from which a number of further investigations can be launched, such as exploring the extent to which doctoral candidates who are also academics are publishing their work; the factors that enable or constrain publication; the other avenues of dissemination used; and whether publishing or not publishing can serve as a proxy for the quality of the doctoral work.
- Full Text:
- Date Issued: 2020
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
Paul Ashwin Transforming university education, a manifesto: A review
- Authors: McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185886 , vital:44445 , xlink:href="https://doi.org/10.1007/s10734-020-00641-z"
- Description: This book is wide-ranging in its focus. It tackles student-centeredness, graduate premiums, credentialing, quality assurance, big data and rankings, and yet it offers a coherent engagement with these and many other contemporary issues. The coherence is brought about by the consistent application of one central idea throughout the book. That is that the value of higher education for both the individual and for society is that it brings the graduate into a transformational relationship with knowledge that changes their sense of who they are and thereby makes possible their doing all number of things in the world.
- Full Text:
- Date Issued: 2020
- Authors: McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185886 , vital:44445 , xlink:href="https://doi.org/10.1007/s10734-020-00641-z"
- Description: This book is wide-ranging in its focus. It tackles student-centeredness, graduate premiums, credentialing, quality assurance, big data and rankings, and yet it offers a coherent engagement with these and many other contemporary issues. The coherence is brought about by the consistent application of one central idea throughout the book. That is that the value of higher education for both the individual and for society is that it brings the graduate into a transformational relationship with knowledge that changes their sense of who they are and thereby makes possible their doing all number of things in the world.
- Full Text:
- Date Issued: 2020
Reimagining academic identities in response to research demands at Universities of Technology
- Gumbi, Thobani, McKenna, Sioux
- Authors: Gumbi, Thobani , McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185897 , vital:44446 , xlink:href="https://doi.org/10.14426/cristal.v8i1.234"
- Description: In the last volume of this journal, Garraway and Winberg called for a reimagination of Universities of Technology (UoT) within the South African higher education system. This article continues that conversation by looking at the implications that the formation of the UoT had for academics’ identities. Technikon lecturers’ identities were closely tied to workplace expertise, but demands for research in UoTs have changed this. A social realist analysis of interviews with fifteen academics at three UoTs finds that research remains a contested issue. Interviewees understood research to take the form of acquiring postgraduate qualifications, rather than as an ongoing activity tied to their identities. Echoing Garraway and Winberg’s study, the bureaucratic nature of the institutional culture was referred to as a constraint. There was also a view that for this programme, Dental Technology, a demand for research was needed from industry if this was to be a valued aspect of academics’ identities.
- Full Text:
- Date Issued: 2020
- Authors: Gumbi, Thobani , McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185897 , vital:44446 , xlink:href="https://doi.org/10.14426/cristal.v8i1.234"
- Description: In the last volume of this journal, Garraway and Winberg called for a reimagination of Universities of Technology (UoT) within the South African higher education system. This article continues that conversation by looking at the implications that the formation of the UoT had for academics’ identities. Technikon lecturers’ identities were closely tied to workplace expertise, but demands for research in UoTs have changed this. A social realist analysis of interviews with fifteen academics at three UoTs finds that research remains a contested issue. Interviewees understood research to take the form of acquiring postgraduate qualifications, rather than as an ongoing activity tied to their identities. Echoing Garraway and Winberg’s study, the bureaucratic nature of the institutional culture was referred to as a constraint. There was also a view that for this programme, Dental Technology, a demand for research was needed from industry if this was to be a valued aspect of academics’ identities.
- Full Text:
- Date Issued: 2020
The Rise of the Executive Dean and the Slide into Managerialism
- Authors: McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187139 , vital:44573 , xlink:href="http://dx.doi.org/10.17159/2221-4070/2020/v9i0a6"
- Description: Universities have long been characterised by hierarchical and paternalistic management structures and institutional cultures. Change is therefore to be welcomed but, in contexts where social change is urgently needed, it is possible to mistake a change in any direction as being worthwhile. Around the world, recent shifts in university leadership and management have been towards managerialist approaches that work against a shared responsibility for the academic project. Accusations of managerialism often refer to a general sense that institutions are becoming bureaucratic, or that it is the logic of the market that drives decision-making. But beyond vague complaints, these accusations fail to identify the exact processes whereby managerialism takes hold of the institution. This article hones in on one specific example of institutional change in order to argue that it is implicated in the move towards managerialism: most universities in South Africa have changed from having elected deans, selected by faculty, to executive deans, appointed by selection committee. Crudely distinguished, it can be said that elected deans represent the interests of their faculty up into various institutional structures whereas executive deans are tasked with implementing the decisions of top management down into faculty. This paper tracks the differences between the two forms of deanship through reflections on discussions about such a change at one South African institution, Rhodes University. It analyses the literature to argue that we do not have to choose between patriarchal management and compliance-based managerialism. Instead, we can choose shared responsibility for the academic project.
- Full Text:
- Date Issued: 2020
- Authors: McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187139 , vital:44573 , xlink:href="http://dx.doi.org/10.17159/2221-4070/2020/v9i0a6"
- Description: Universities have long been characterised by hierarchical and paternalistic management structures and institutional cultures. Change is therefore to be welcomed but, in contexts where social change is urgently needed, it is possible to mistake a change in any direction as being worthwhile. Around the world, recent shifts in university leadership and management have been towards managerialist approaches that work against a shared responsibility for the academic project. Accusations of managerialism often refer to a general sense that institutions are becoming bureaucratic, or that it is the logic of the market that drives decision-making. But beyond vague complaints, these accusations fail to identify the exact processes whereby managerialism takes hold of the institution. This article hones in on one specific example of institutional change in order to argue that it is implicated in the move towards managerialism: most universities in South Africa have changed from having elected deans, selected by faculty, to executive deans, appointed by selection committee. Crudely distinguished, it can be said that elected deans represent the interests of their faculty up into various institutional structures whereas executive deans are tasked with implementing the decisions of top management down into faculty. This paper tracks the differences between the two forms of deanship through reflections on discussions about such a change at one South African institution, Rhodes University. It analyses the literature to argue that we do not have to choose between patriarchal management and compliance-based managerialism. Instead, we can choose shared responsibility for the academic project.
- Full Text:
- Date Issued: 2020
The Unintended Consequences of Using Direct Incentives to Drive the Complex Task of Research Dissemination
- Muthama, Evelyn, McKenna, Sioux
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187116 , vital:44569 , xlink:href="https://doi.org/10.25159/1947-9417/6688"
- Description: Universities have used an array of incentives to increase academic publications, which are highly rewarded in the South African higher education funding formula. While all universities use indirect incentives, such as linking promotion and probation to publication, the mechanisms used in some institutions have taken a very direct form, whereby authors are paid to publish. This process has paralleled a large rise in publication outputs alongside increased concerns about quality. Significantly, there are ethical questions to be asked when knowledge dissemination is so explicitly linked to financial reward through the payment of commission to academics. Based on an analysis of institutional policies and data from an online survey and interviews with academics from seven South African universities, we argue that when money is the main means used to encourage academics to contribute to knowledge, numerous unintended consequences may emerge. These include a focus on quantity rather than the quality of research, a rise in predatory publishing, and resentment among academics. We argue that incentives, in particular direct payment for publications, undermine the academic project by positioning publications in terms of exchange-value rather than their use-value as a contribution to knowledge building.
- Full Text:
- Date Issued: 2020
- Authors: Muthama, Evelyn , McKenna, Sioux
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187116 , vital:44569 , xlink:href="https://doi.org/10.25159/1947-9417/6688"
- Description: Universities have used an array of incentives to increase academic publications, which are highly rewarded in the South African higher education funding formula. While all universities use indirect incentives, such as linking promotion and probation to publication, the mechanisms used in some institutions have taken a very direct form, whereby authors are paid to publish. This process has paralleled a large rise in publication outputs alongside increased concerns about quality. Significantly, there are ethical questions to be asked when knowledge dissemination is so explicitly linked to financial reward through the payment of commission to academics. Based on an analysis of institutional policies and data from an online survey and interviews with academics from seven South African universities, we argue that when money is the main means used to encourage academics to contribute to knowledge, numerous unintended consequences may emerge. These include a focus on quantity rather than the quality of research, a rise in predatory publishing, and resentment among academics. We argue that incentives, in particular direct payment for publications, undermine the academic project by positioning publications in terms of exchange-value rather than their use-value as a contribution to knowledge building.
- Full Text:
- Date Issued: 2020
Book Review Quinn, L.(ed.) 2019. Re-imagining Curriculum: Spaces for Disruption
- Authors: McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185865 , vital:44441 , xlink:href="https://journals.co.za/doi/abs/10.14426/cristal.v9i1.434"
- Description: This book is in some ways a continuation of the conversation begun with Reimaging Academic Staff Development: Spaces for Disruption (2012), also edited by Lynn Quinn. But the 2019 volume takes a much wider viewpoint including, as it does, twenty chapters by forty-two authors who are academics and academic developers across institutional types from Australia, Canada, South Africa, the United States of America, the United Kingdom, and the West Indies. Quinn and Vorster (2019: 2) state in Chapter One that the purpose of the book is 'to share theoretical perspectives and practical ideas for ways in which academic developers (and academic leaders) can work in partnership with lecturers and students to respond to the urgent calls for curriculum transformation and decolonisation'. This captures the four threads that run throughout the collection.
- Full Text:
- Date Issued: 2021
- Authors: McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/185865 , vital:44441 , xlink:href="https://journals.co.za/doi/abs/10.14426/cristal.v9i1.434"
- Description: This book is in some ways a continuation of the conversation begun with Reimaging Academic Staff Development: Spaces for Disruption (2012), also edited by Lynn Quinn. But the 2019 volume takes a much wider viewpoint including, as it does, twenty chapters by forty-two authors who are academics and academic developers across institutional types from Australia, Canada, South Africa, the United States of America, the United Kingdom, and the West Indies. Quinn and Vorster (2019: 2) state in Chapter One that the purpose of the book is 'to share theoretical perspectives and practical ideas for ways in which academic developers (and academic leaders) can work in partnership with lecturers and students to respond to the urgent calls for curriculum transformation and decolonisation'. This captures the four threads that run throughout the collection.
- Full Text:
- Date Issued: 2021