F. Faller, S. Burton, A. Kaniki, A. Leitch, I. Ntshoe
This article applies findings from the recent national review of South African doctoral qualifications to examine ways in which universities interpret the formulation of, and apply in the context of a differentiated higher education system, the graduate attributes established in the qualification standard, in order to achieve the characteristics of “doctorateness”. The article explores the concept “graduate attributes” itself, the extent to which it is manifested in institutional, supervisory and examination practices, and how the concept is conveyed to and understood by students. National review findings indicate inconsistencies in conceptualisation and application both between and within institutions. In this article, emphasis is placed on the primary need of developing in the doctoral graduate the capacity to enter, as a deep-thinking researcher, into a community of practising peers, whether in the academy or in a profession
{"title":"Achieving doctorateness: Is South African higher education succeeding with graduate attributes?","authors":"F. Faller, S. Burton, A. Kaniki, A. Leitch, I. Ntshoe","doi":"10.20853/37-2-5370","DOIUrl":"https://doi.org/10.20853/37-2-5370","url":null,"abstract":"This article applies findings from the recent national review of South African doctoral qualifications to examine ways in which universities interpret the formulation of, and apply in the context of a differentiated higher education system, the graduate attributes established in the qualification standard, in order to achieve the characteristics of “doctorateness”. The article explores the concept “graduate attributes” itself, the extent to which it is manifested in institutional, supervisory and examination practices, and how the concept is conveyed to and understood by students. National review findings indicate inconsistencies in conceptualisation and application both between and within institutions. In this article, emphasis is placed on the primary need of developing in the doctoral graduate the capacity to enter, as a deep-thinking researcher, into a community of practising peers, whether in the academy or in a profession","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The importance of developing students’ conceptual understanding of biological science in school is well established as a precursor to future development (Cachapuz et al. 2005). However, students continue to underperform in this important scholastic area due in large part to not engaging in the deeper concepts taught. In this article we investigate an interdisciplinary approach to teaching biology in a school in Brazil. We draw on the theoretical concepts provided by Cultural Historical Activity Theory (CHAT) to unpack how interdisciplinary teaching, across different activity systems, can lead to shifts in the activity systems, with students developing a deeper conceptual understanding of biology. Seven teachers (from chemistry, biology, the arts
在学校培养学生对生物科学的概念性理解的重要性已被公认为是未来发展的先驱(Cachapuz et al. 2005)。然而，学生们在这个重要的学术领域继续表现不佳，很大程度上是因为他们没有参与更深层次的概念。在这篇文章中，我们调查了一个跨学科的方法来教学生物学在巴西的一所学校。我们利用文化历史活动理论(CHAT)提供的理论概念来揭示跨不同活动系统的跨学科教学如何导致活动系统的转变，从而使学生对生物学有更深的概念理解。7位老师(来自化学、生物、艺术)
{"title":"The “golden key”: A novel approach to teaching/learning Biology in a secondary school in Brazil: A cultural historical activity theory approach.","authors":"J. Hardman, V. Borget Corte","doi":"10.20853/37-3-4313","DOIUrl":"https://doi.org/10.20853/37-3-4313","url":null,"abstract":"The importance of developing students’ conceptual understanding of biological science in school is well established as a precursor to future development (Cachapuz et al. 2005). However, students continue to underperform in this important scholastic area due in large part to not engaging in the deeper concepts taught. In this article we investigate an interdisciplinary approach to teaching biology in a school in Brazil. We draw on the theoretical concepts provided by Cultural Historical Activity Theory (CHAT) to unpack how interdisciplinary teaching, across different activity systems, can lead to shifts in the activity systems, with students developing a deeper conceptual understanding of biology. Seven teachers (from chemistry, biology, the arts","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the prevalence of entrepreneurship studies across various levels of the education sector, the gap between theory and practice in entrepreneurship education is an ongoing pedagogical challenge. This is no exception in teacher education specifically, with regard to how and what we teach to cultivate entrepreneurial awareness. This article illustrates how an international collaborative online entrepreneurship initiative addresses this theory-practice gap underpinned by Engeström’s (2015) account of the transition from individual actions to collective activity. The research design is an interpretative, qualitative analysis based on the theoretical framework of activity theory, suggesting that motivation is necessary to spur on human behaviour and that motivation is prompted by objects (Engeström 1987; 1999). The collaborative interactions of the participants, who are South African student teachers, Dutch business management students, and a project facilitator, signify a flow of interactions that emerged from the activities within a system. Five key themes emerged: 1) technological intervention, 2) the impact on students 3) entrepreneurship framework, 4) system and stakeholders, 5) roles and tasks, and 6) instructional tools and pedagogy. This study suggests that even with dedicated teachers, a collaborative mentorship initiative can add value to increase entrepreneurial awareness. Furthermore, student teachers can play a valuable role in cultivating entrepreneurial thinking, but the development and synchronization of such initiatives requires proficient facilitation. This article further illustrates that efficient facilitation of local and international collaboration holds potential for the further expansion of entrepreneurship education within teacher education, which could then be cascaded to the school system.
{"title":"International collaboration for the advancement of Entrepreneurship Education: An activity theory approach","authors":"C. America, A. Neethling","doi":"10.20853/37-4-5389","DOIUrl":"https://doi.org/10.20853/37-4-5389","url":null,"abstract":"Despite the prevalence of entrepreneurship studies across various levels of the education sector, the gap between theory and practice in entrepreneurship education is an ongoing pedagogical challenge. This is no exception in teacher education specifically, with regard to how and what we teach to cultivate entrepreneurial awareness. This article illustrates how an international collaborative online entrepreneurship initiative addresses this theory-practice gap underpinned by Engeström’s (2015) account of the transition from individual actions to collective activity. The research design is an interpretative, qualitative analysis based on the theoretical framework of activity theory, suggesting that motivation is necessary to spur on human behaviour and that motivation is prompted by objects (Engeström 1987; 1999). The collaborative interactions of the participants, who are South African student teachers, Dutch business management students, and a project facilitator, signify a flow of interactions that emerged from the activities within a system. Five key themes emerged: 1) technological intervention, 2) the impact on students 3) entrepreneurship framework, 4) system and stakeholders, 5) roles and tasks, and 6) instructional tools and pedagogy. This study suggests that even with dedicated teachers, a collaborative mentorship initiative can add value to increase entrepreneurial awareness. Furthermore, student teachers can play a valuable role in cultivating entrepreneurial thinking, but the development and synchronization of such initiatives requires proficient facilitation. This article further illustrates that efficient facilitation of local and international collaboration holds potential for the further expansion of entrepreneurship education within teacher education, which could then be cascaded to the school system.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Too often outreaches and interventions designed to support students transitioning to higher education, are developed by academics who may not have a full understanding of the complexity and diversity of their students’ realities. This disconnect explains why, in most cases, interventions are reactive instead of proactive. In this article, we draw on our experiences in terms of the design and implementation of a Student Resource Centre (SRC) to advocate for student and staff collaborative design. The student-run initiative works with students as partners to constitute and operationalise an innovative near-peer mentoring and support space. The mixed-methods study draws on social-cultural learning theory on student engagement and reflective practice tools. We explain how a student’s sense of belonging is central to their success, progression, and graduation. This article highlights the need to contextualise and personalise institutional support for students.
{"title":"Partnering with Students to Connect Students","authors":"B. O. Ige, G Doyle, L. Pienaar","doi":"10.20853/37-4-5074","DOIUrl":"https://doi.org/10.20853/37-4-5074","url":null,"abstract":"Too often outreaches and interventions designed to support students transitioning to higher education, are developed by academics who may not have a full understanding of the complexity and diversity of their students’ realities. This disconnect explains why, in most cases, interventions are reactive instead of proactive. In this article, we draw on our experiences in terms of the design and implementation of a Student Resource Centre (SRC) to advocate for student and staff collaborative design. The student-run initiative works with students as partners to constitute and operationalise an innovative near-peer mentoring and support space. The mixed-methods study draws on social-cultural learning theory on student engagement and reflective practice tools. We explain how a student’s sense of belonging is central to their success, progression, and graduation. This article highlights the need to contextualise and personalise institutional support for students.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Questionnaires are widely used in the Accountancy field as a data collection instrument. However, previous studies have contentious views on the reliability of questionnaires in academic studies. This study describes the development of a custom-made questionnaire to evaluate the effectiveness of a teaching-learning intervention, the Audit Cube, designed to affect the knowledge, skills, attitudes and values of Auditing of B.Com. honours students in the Accountancy field at a SAICA-accredited university. The questionnaire was distributed to 156 university honours students, whereafter it was validated and standardised. Most of the extracted factors indicated a reliability level higher than 0.9, signifying that the constructs were suitable to address the project’s research question and that the questionnaire is valid. In conclusion, this study found that the use of questionnaires in academic studies is deemed reliable if a standardised process is followed in its development. Consequently, the study suggests that custom-made questionnaires should undergo factor analysis to prove the instrument’s validity prior to reporting on the findings. The findings of this study may be useful to academics in providing guidelines in developing their own data collection instrument to measure the effectiveness of a teaching-learning intervention and may also support the use of questionnaires by researchers in the teaching-learning environment.
{"title":"The development, validation and standardisation of a questionnaire measuring an Auditing teaching-learning intervention at a SAICA-accredited university","authors":"O. Stumke, A. Moolman, V. Leendertz","doi":"10.20853/37-2-4862","DOIUrl":"https://doi.org/10.20853/37-2-4862","url":null,"abstract":"Questionnaires are widely used in the Accountancy field as a data collection instrument. However, previous studies have contentious views on the reliability of questionnaires in academic studies. This study describes the development of a custom-made questionnaire to evaluate the effectiveness of a teaching-learning intervention, the Audit Cube, designed to affect the knowledge, skills, attitudes and values of Auditing of B.Com. honours students in the Accountancy field at a SAICA-accredited university. The questionnaire was distributed to 156 university honours students, whereafter it was validated and standardised. Most of the extracted factors indicated a reliability level higher than 0.9, signifying that the constructs were suitable to address the project’s research question and that the questionnaire is valid. In conclusion, this study found that the use of questionnaires in academic studies is deemed reliable if a standardised process is followed in its development. Consequently, the study suggests that custom-made questionnaires should undergo factor analysis to prove the instrument’s validity prior to reporting on the findings. The findings of this study may be useful to academics in providing guidelines in developing their own data collection instrument to measure the effectiveness of a teaching-learning intervention and may also support the use of questionnaires by researchers in the teaching-learning environment.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education for Sustainable Development is best addressed in a spontaneous, place-based context where participants have the freedom of choice. Such an opportunity occurred with the Ripple Effect, a global initiative that allows participants to indicate the role of water in their living experience. Preservice teachers embraced the chance to display their interpretation of the role of water in their lives by participating in a Photovoice project. Photovoice is a chameleon in action research as it not only provides a research methodology but can serve as a reflection tool to enhance learning. The preservice teachers concluded, after reflecting on the role of water in their daily lives, that they are citizen scientists who can utilize place-based learning opportunities. The Photovoice project allowed for affective learning as well as an opportunity to face communal problematic scenarios regarding water.
{"title":"Photovoice methodology to promote education for sustainable development","authors":"I. Muller","doi":"10.20853/37-2-5284","DOIUrl":"https://doi.org/10.20853/37-2-5284","url":null,"abstract":"Education for Sustainable Development is best addressed in a spontaneous, place-based context where participants have the freedom of choice. Such an opportunity occurred with the Ripple Effect, a global initiative that allows participants to indicate the role of water in their living experience. Preservice teachers embraced the chance to display their interpretation of the role of water in their lives by participating in a Photovoice project. Photovoice is a chameleon in action research as it not only provides a research methodology but can serve as a reflection tool to enhance learning. The preservice teachers concluded, after reflecting on the role of water in their daily lives, that they are citizen scientists who can utilize place-based learning opportunities. The Photovoice project allowed for affective learning as well as an opportunity to face communal problematic scenarios regarding water.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
African Afrocentric epistemic systems have impacted upon the existence and practices of African communities throughout the ages. These epistemic systems have influenced the enactment of how Africans have lived in their communities and how they have sustained and used their resources. However, these epistemic systems encountered an existential problem in the promulgation of Eurocentric epistemic systems which marginalized the significance and centrality of Afrocentric epistemic systems in Zimbabwe’s higher education curriculum. This article concerns itself specifically with the higher education curriculum in Zimbabwe in terms of an Afrocentric perspective and investigates ways in which lecturers’ and students’ perceptions towards Afrocentric epistemic systems can be changed considering the problem of the colonization of the Zimbabwe’s higher education curriculum by Eurocentric epistemic systems. This article, therefore, argues for the incorporation of Afrocentric epistemic systems in bringing about a distinctly Afrocentric perspective in the curriculum, the case of a University in Zimbabwe.
{"title":"Afrocentric epistemic systems and higher education curriculum. The Case of a university in Zimbabwe","authors":"S. Murwira, P. Higgs","doi":"10.20853/37-2-5334","DOIUrl":"https://doi.org/10.20853/37-2-5334","url":null,"abstract":"African Afrocentric epistemic systems have impacted upon the existence and practices of African communities throughout the ages. These epistemic systems have influenced the enactment of how Africans have lived in their communities and how they have sustained and used their resources. However, these epistemic systems encountered an existential problem in the promulgation of Eurocentric epistemic systems which marginalized the significance and centrality of Afrocentric epistemic systems in Zimbabwe’s higher education curriculum. This article concerns itself specifically with the higher education curriculum in Zimbabwe in terms of an Afrocentric perspective and investigates ways in which lecturers’ and students’ perceptions towards Afrocentric epistemic systems can be changed considering the problem of the colonization of the Zimbabwe’s higher education curriculum by Eurocentric epistemic systems. This article, therefore, argues for the incorporation of Afrocentric epistemic systems in bringing about a distinctly Afrocentric perspective in the curriculum, the case of a University in Zimbabwe.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Perceptions of what decolonisation means: An exploratory study amongst a sample of rural campus students","authors":"W. Chinyamurindi","doi":"10.20853/37-3-4852","DOIUrl":"https://doi.org/10.20853/37-3-4852","url":null,"abstract":"","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an ever-changing environment, (of which the “ever-changing” was recently made more prominent due to a world-wide pandemic), humankind either needs to adapt or die. The question however remains: to what extent should we adapt to the “new”? Accepting the fact that each reader would glean and react to different aspects presented in the article “Understanding the unintended consequences of online teaching”, I herewith present my opinion and use this opportunity to raise my concerns regarding the article. The critique of a largely unchallenged characterization of online teaching is a sign of growing intellectual vibrancy in the field which can foster innovative ideas for teaching methods. The objective of this critical note is not to reiterate the case for understanding the unintended consequences of online teaching, rather it is written in the pursuit to expand on what has been published thus far to advance online higher education pedagogy and to highlight the importance and value of academic research in an ever-changing environment.
{"title":"A critique of \"understanding the unintended consequences of online teaching\"","authors":"S. Kieviet","doi":"10.20853/37-3-5013","DOIUrl":"https://doi.org/10.20853/37-3-5013","url":null,"abstract":"In an ever-changing environment, (of which the “ever-changing” was recently made more prominent due to a world-wide pandemic), humankind either needs to adapt or die. The question however remains: to what extent should we adapt to the “new”? Accepting the fact that each reader would glean and react to different aspects presented in the article “Understanding the unintended consequences of online teaching”, I herewith present my opinion and use this opportunity to raise my concerns regarding the article. The critique of a largely unchallenged characterization of online teaching is a sign of growing intellectual vibrancy in the field which can foster innovative ideas for teaching methods. The objective of this critical note is not to reiterate the case for understanding the unintended consequences of online teaching, rather it is written in the pursuit to expand on what has been published thus far to advance online higher education pedagogy and to highlight the importance and value of academic research in an ever-changing environment.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dynamic labour structures within the tourism industry require employees to be adept and prepared for industry demands to deliver quality products. In South Africa, the role of tertiary institutions is to equip future tourism employees with these abilities; however, employers feel that graduates cannot fulfil industry’s demand, which creates challenges for students and tertiary institutions. As such, this research aimed to determine the managerial skills required by the accommodation sector in South Africa. The study’s findings reflect industry role players’ viewpoints regarding new graduates and their employability and may be utilised to improve current tourism management qualifications at tertiary education institutions.
{"title":"Critical managerial skills in the accommodation sector: The voice of the industry","authors":"W. Wessels, E. D. du Plessis, E. Slabbert","doi":"10.20853/37-3-2862","DOIUrl":"https://doi.org/10.20853/37-3-2862","url":null,"abstract":"Dynamic labour structures within the tourism industry require employees to be adept and prepared for industry demands to deliver quality products. In South Africa, the role of tertiary institutions is to equip future tourism employees with these abilities; however, employers feel that graduates cannot fulfil industry’s demand, which creates challenges for students and tertiary institutions. As such, this research aimed to determine the managerial skills required by the accommodation sector in South Africa. The study’s findings reflect industry role players’ viewpoints regarding new graduates and their employability and may be utilised to improve current tourism management qualifications at tertiary education institutions.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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