The conceit that humans are exceptional and a species apart from nature continues to dominate traditional forms of curriculum in higher education. This article considers how an ethological curriculum might be used to disrupt current imaginaries informing prevailing higher education curricula practices in its rejection of a metaphysics of individualism that is foundational to traditional curriculum studies. An ethological curriculum thinks with more-than-human forms of life in relational ways to consider how we might work differently in higher education. The article offers four propositions as launching points, inflections or forces which can potentiate an ethological curriculum ‒ cultivating attunement, attentiveness and noticing; becoming-with; rendering each other capable; and engaging response-ably.
{"title":"Ethological propositions for curriculum studies in higher education","authors":"V Bozalek","doi":"10.20853/37-5-5958","DOIUrl":"https://doi.org/10.20853/37-5-5958","url":null,"abstract":"The conceit that humans are exceptional and a species apart from nature continues to dominate traditional forms of curriculum in higher education. This article considers how an ethological curriculum might be used to disrupt current imaginaries informing prevailing higher education curricula practices in its rejection of a metaphysics of individualism that is foundational to traditional curriculum studies. An ethological curriculum thinks with more-than-human forms of life in relational ways to consider how we might work differently in higher education. The article offers four propositions as launching points, inflections or forces which can potentiate an ethological curriculum ‒ cultivating attunement, attentiveness and noticing; becoming-with; rendering each other capable; and engaging response-ably.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561005","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}
How would we define a rejoinder (article)? The usual expectations are responses (termed as often “angry” by the Cambridge Dictionary) that would react critically to questions pertaining to a scholar’s expertise or involving a defensive reaction. But for the purpose of this intra-active dialogical becoming, I will focus my attention on the rich dialogical writing and reviewing approach that brought me to this rejoinder article, fully acknowledging the fluidity and complexity of academic landscapes that are always in becoming. I appreciate the reviewer(s) and editor(s) proposal of this affirmative response-able writing and reviewing process that presents an acknowledgment that a theory/problematic in becoming (such as posthumanism in education) comprises an experimentation. Instead of adopting attack-and-defend binary reactions (where reviewers attack and writers defend or vice versa), what we should be questioning is what can we learn from a critical response-able reading of such experimentations. The initial article, the response article, and this “rejoinder” are in fact engaging with a question posed by Bozalek, Zembylas, and Shefer (2019, 351) – “How ... can peer reviewing be shaped to encourage the academic writer and support scholarly development of their arguments?” Let us firstly acknowledge that Posthumanism can be defined in various ways and is not limited to a fixed interpretation and is currently in flux, as scholars move from humanist foci to a posthumanist epistemological and ontological turn. In such a climate of change, this exercise of response-able writing and reviewing has allowed the voices of both the writer (who traditionally responds/adheres to the authority of reviewers and editors) and reviewers (whose rich and critical engagements are most of the time anonymised) to intra-act
{"title":"A “rejoinder” to a response-able reviewing of A posthumanist re-reading of teacher agency in times of curriculum reform","authors":"W Appadoo-Ramsamy","doi":"10.20853/37-5-6140","DOIUrl":"https://doi.org/10.20853/37-5-6140","url":null,"abstract":"How would we define a rejoinder (article)? The usual expectations are responses (termed as often “angry” by the Cambridge Dictionary) that would react critically to questions pertaining to a scholar’s expertise or involving a defensive reaction. But for the purpose of this intra-active dialogical becoming, I will focus my attention on the rich dialogical writing and reviewing approach that brought me to this rejoinder article, fully acknowledging the fluidity and complexity of academic landscapes that are always in becoming. I appreciate the reviewer(s) and editor(s) proposal of this affirmative response-able writing and reviewing process that presents an acknowledgment that a theory/problematic in becoming (such as posthumanism in education) comprises an experimentation. Instead of adopting attack-and-defend binary reactions (where reviewers attack and writers defend or vice versa), what we should be questioning is what can we learn from a critical response-able reading of such experimentations. The initial article, the response article, and this “rejoinder” are in fact engaging with a question posed by Bozalek, Zembylas, and Shefer (2019, 351) – “How ... can peer reviewing be shaped to encourage the academic writer and support scholarly development of their arguments?” Let us firstly acknowledge that Posthumanism can be defined in various ways and is not limited to a fixed interpretation and is currently in flux, as scholars move from humanist foci to a posthumanist epistemological and ontological turn. In such a climate of change, this exercise of response-able writing and reviewing has allowed the voices of both the writer (who traditionally responds/adheres to the authority of reviewers and editors) and reviewers (whose rich and critical engagements are most of the time anonymised) to intra-act","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135659074","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}
M Hewett, L Butler-Kruger, K Foflonker, J Edge, M.H. Botha, S Seedat
Gender-based violence (GBV) is pervasive at South African higher education institutions (HEIs). Based on a media statement (dated 6 October 2016) by the Department of Higher Education and Training, GBV programmes at HEIs need to be evidence-informed, responsive, contextually relevant, inclusive and person-centred. The present article aims to explore the nature of GBV programmes currently implemented at HEIs in South Africa. A rapid review of the literature, supported by qualitative interviews with representatives of South African HEIs with medical campuses, was conducted. Findings indicate that there is an urgent need to clearly define GBV and to mention it explicitly in policy documents. In addition, research evidence on the effectiveness of prevention and response interventions at HEIs in South Africa is lacking. Challenges highlighted by the HEIs that were surveyed include the lack of trust by staff and students in the response and action plans of the response/task teams at HEIs, uncertainty with regards to the roles of relevant stakeholders and sectors when reporting incidents, as well as insufficient information about what GBV is. This study is intended to provide a baseline for further research evaluating current GBV programmes on medical campuses at HEIs, and highlights the need for an evidence-informed framework of the key ingredients for effective GBV response and prevention programmes.
{"title":"Desktop Analysis and Qualitative Investigation of Programmes and Initiatives for the Prevention of and Response to Gender Based Violence at South African Universities with Medical Campuses","authors":"M Hewett, L Butler-Kruger, K Foflonker, J Edge, M.H. Botha, S Seedat","doi":"10.20853/37-5-5181","DOIUrl":"https://doi.org/10.20853/37-5-5181","url":null,"abstract":"Gender-based violence (GBV) is pervasive at South African higher education institutions (HEIs). Based on a media statement (dated 6 October 2016) by the Department of Higher Education and Training, GBV programmes at HEIs need to be evidence-informed, responsive, contextually relevant, inclusive and person-centred. The present article aims to explore the nature of GBV programmes currently implemented at HEIs in South Africa. A rapid review of the literature, supported by qualitative interviews with representatives of South African HEIs with medical campuses, was conducted. Findings indicate that there is an urgent need to clearly define GBV and to mention it explicitly in policy documents. In addition, research evidence on the effectiveness of prevention and response interventions at HEIs in South Africa is lacking. Challenges highlighted by the HEIs that were surveyed include the lack of trust by staff and students in the response and action plans of the response/task teams at HEIs, uncertainty with regards to the roles of relevant stakeholders and sectors when reporting incidents, as well as insufficient information about what GBV is. This study is intended to provide a baseline for further research evaluating current GBV programmes on medical campuses at HEIs, and highlights the need for an evidence-informed framework of the key ingredients for effective GBV response and prevention programmes.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135666922","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 COVID-19 pandemic was like a magic bullet in pronouncing the fourth education revolution, a period of swift migration to online teaching and learning (T&L) platforms. This became evident at the dawn of lockdown periods from March 2020, when countries all over the globe shut down businesses to contain the virus. The shutdown impacted economies negatively. Thus, the educational sector, particularly higher education, was hard hit as the shift from physical to online distance T&L exposed the wide digital divide in both developed and developing worlds. The challenges have been widely recorded, and although these seem to be clouding the opportunities that are yet to be synthesised, it is worthy of corroborating the noted opportunities to prepare for T&L trajectories. Thus, the current study is an appraisal of online teaching and learning, by critically reviewing related literature from various sources dating to the dawn of migration to distance and online T&L platforms across the globe in 2020. The objective is to identify some themes for opportunities for curriculum development brought about by the unprecedented migration to online T&L, to more effectively model current and future scenarios. The major findings, which are explanatory, indicate that online T&L increases access to education by trumping physical and geographical boundaries. Multimedia T&L formats can cater for various capabilities and learning styles. Online T&L has further prompted some education institutions to invest more in information and communication technologies (ICT) thus aligning with the fourth industrial revolution and in some cases the fifth industrial revolution. The COVID-19 era has created opportunities for the adoption of online T&L technologies among both educators and learners to align themselves accordingly. This historical epoch has significantly prompted more commitment to collaboration, partnerships, and associations in the whole education sector to solicit more resources. It is rational to conclude that the fourth industrial revolution (4IR) is manifesting itself across the globe, with some developed parts already in the fifth industrial revolution, despite the challenges and albeit at different levels. A conceptual model of a general fourth education revolution, that education institutions, particularly in the developing world, can adapt and adjust to suit their specific circumstances, has thus been developed. The model aims to improve preparation for online education instruction, which has striven, and an unknown future.
{"title":"Light at the end of a tunnel: An appraisal of online teaching and learning in and post COVID-19 era","authors":"R Moyo","doi":"10.20853/37-5-5157","DOIUrl":"https://doi.org/10.20853/37-5-5157","url":null,"abstract":"The COVID-19 pandemic was like a magic bullet in pronouncing the fourth education revolution, a period of swift migration to online teaching and learning (T&L) platforms. This became evident at the dawn of lockdown periods from March 2020, when countries all over the globe shut down businesses to contain the virus. The shutdown impacted economies negatively. Thus, the educational sector, particularly higher education, was hard hit as the shift from physical to online distance T&L exposed the wide digital divide in both developed and developing worlds. The challenges have been widely recorded, and although these seem to be clouding the opportunities that are yet to be synthesised, it is worthy of corroborating the noted opportunities to prepare for T&L trajectories. Thus, the current study is an appraisal of online teaching and learning, by critically reviewing related literature from various sources dating to the dawn of migration to distance and online T&L platforms across the globe in 2020. The objective is to identify some themes for opportunities for curriculum development brought about by the unprecedented migration to online T&L, to more effectively model current and future scenarios. The major findings, which are explanatory, indicate that online T&L increases access to education by trumping physical and geographical boundaries. Multimedia T&L formats can cater for various capabilities and learning styles. Online T&L has further prompted some education institutions to invest more in information and communication technologies (ICT) thus aligning with the fourth industrial revolution and in some cases the fifth industrial revolution. The COVID-19 era has created opportunities for the adoption of online T&L technologies among both educators and learners to align themselves accordingly. This historical epoch has significantly prompted more commitment to collaboration, partnerships, and associations in the whole education sector to solicit more resources. It is rational to conclude that the fourth industrial revolution (4IR) is manifesting itself across the globe, with some developed parts already in the fifth industrial revolution, despite the challenges and albeit at different levels. A conceptual model of a general fourth education revolution, that education institutions, particularly in the developing world, can adapt and adjust to suit their specific circumstances, has thus been developed. The model aims to improve preparation for online education instruction, which has striven, and an unknown future.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135666938","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}
South African students face many challenges when completing their tertiary education, finances being one of the most significant. This is not only due to a lack of monetary resources but also to students’ inability to manage their available resources. Students often make financial decisions not in their own interest due to both internal and external factors. Consequently, many students do not finish their studies or end up in debt. The research reported on in this article examined the correlation between three factors which influence spending and debt according to previous research, namely Materialism, Social Comparison and Status Consumption. These concepts refer to how much people value material possessions and how they compare their possessions to those of others and spend on status-conferring possessions to improve their image. This study used convenience sampling of 630 Generation Y students registered from four university campuses. Data collection was conducted using a self-reporting questionnaire. Data analysis comprised 597 valid questionnaires. The results reveal that Status Consumption can be predicted using Materialism and Social Comparison tendencies. The net result of this situation is that students first compare themselves to their peers and then spend money to feel better about themselves or present an improved image to their peers instead of investing their limited resources in their education. Very often, this spending is funded using credit. According to existing literature, this is true for students and the population at large and is one of the main drivers of the current debt problems South Africa is experiencing.
{"title":"The correlation between materialism, social comparison and status consumption among students","authors":"T. Pelser, J. van Schalkwyk","doi":"10.20853/37-2-5025","DOIUrl":"https://doi.org/10.20853/37-2-5025","url":null,"abstract":"South African students face many challenges when completing their tertiary education, finances being one of the most significant. This is not only due to a lack of monetary resources but also to students’ inability to manage their available resources. Students often make financial decisions not in their own interest due to both internal and external factors. Consequently, many students do not finish their studies or end up in debt. The research reported on in this article examined the correlation between three factors which influence spending and debt according to previous research, namely Materialism, Social Comparison and Status Consumption. These concepts refer to how much people value material possessions and how they compare their possessions to those of others and spend on status-conferring possessions to improve their image. This study used convenience sampling of 630 Generation Y students registered from four university campuses. Data collection was conducted using a self-reporting questionnaire. Data analysis comprised 597 valid questionnaires. The results reveal that Status Consumption can be predicted using Materialism and Social Comparison tendencies. The net result of this situation is that students first compare themselves to their peers and then spend money to feel better about themselves or present an improved image to their peers instead of investing their limited resources in their education. Very often, this spending is funded using credit. According to existing literature, this is true for students and the population at large and is one of the main drivers of the current debt problems South Africa is experiencing.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715566","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}
While opportunities for women to study at institutions of higher learning have increased compared to past generations, student mothers, specifically, are confronted with the extra burden of parenting, in combination with their academic work. Using an exploratory design within exploratory research, this study aimed to explore perceptions and experiences of student mothers enrolled at University of the Western Cape. We used a purposive sampling strategy to recruit female student mothers, who had at least one child and were registered for a full-time undergraduate degree at the institution. A total of 25 female students constituted four semi-structured focus groups, with five to seven participants in each. Thematic analysis was used to analyse the data, and Bronfenbrenner’s Process-Person-Context-Time model was adopted, which allowed for a nuanced understanding of the student mother within various contexts. The study received ethics approval and institutional permission from the universities registrar and also adhered to good research ethical principles. Key themes relating to the challenges experienced by student mothers that we identified, included financial difficulties and the stress of balancing their dual responsibilities of being a student and a mother. Proximity to their children complicated their
{"title":"Balancing dual roles as mothers and students like a walk on a tight rope? Reflections and experiences of student mothers at a South African higher education institution","authors":"U. Maluleka, J. Senekal, E. Munnik, N. Somhlaba","doi":"10.20853/37-3-5448","DOIUrl":"https://doi.org/10.20853/37-3-5448","url":null,"abstract":"While opportunities for women to study at institutions of higher learning have increased compared to past generations, student mothers, specifically, are confronted with the extra burden of parenting, in combination with their academic work. Using an exploratory design within exploratory research, this study aimed to explore perceptions and experiences of student mothers enrolled at University of the Western Cape. We used a purposive sampling strategy to recruit female student mothers, who had at least one child and were registered for a full-time undergraduate degree at the institution. A total of 25 female students constituted four semi-structured focus groups, with five to seven participants in each. Thematic analysis was used to analyse the data, and Bronfenbrenner’s Process-Person-Context-Time model was adopted, which allowed for a nuanced understanding of the student mother within various contexts. The study received ethics approval and institutional permission from the universities registrar and also adhered to good research ethical principles. Key themes relating to the challenges experienced by student mothers that we identified, included financial difficulties and the stress of balancing their dual responsibilities of being a student and a mother. Proximity to their children complicated their","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67716441","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}
Student engagement is a dynamic and multifaceted concept encompassing physical, emotional, and cognitive components. Various instruments to assess student engagement exist; however, these are not intended to assess how students engage with one another and with community stakeholders in participatory health projects. Although instruments exist to assess participation and power-sharing in participatory health research projects, none of the available tools are suitable for assessing student engagement in such projects. Accordingly, this study set out to develop an assessment instrument for student engagement in design thinking projects for health innovation. An adapted form of the survey development guide for medical education research was applied. The development process included triangulation of data, which included collating student input from an initial literature informed instrument, an analysis of written reflective reports and a focus group discussion with students enrolled in a master’s level course called Health Innovation & Design (HID), and design thinking practitioner validation. A final assessment instrument for student engagement in design thinking projects is presented. Note that our instrument incorporates the design thinking phases according to the Innovation Design Engineering Organization (IDEO) design thinking approach, an educational definition of student engagement, and recommendations by students, course lecturers and facilitators of the HID course. The instrument can assess engagement in academic and non-academic settings when design thinking is applied for health innovation.
{"title":"Development of an assessment instrument for student engagement in design thinking projects for health innovation","authors":"K. Dikgomo, S. Hendricks, T. E. M. Mutsvangwa","doi":"10.20853/37-4-5674","DOIUrl":"https://doi.org/10.20853/37-4-5674","url":null,"abstract":"Student engagement is a dynamic and multifaceted concept encompassing physical, emotional, and cognitive components. Various instruments to assess student engagement exist; however, these are not intended to assess how students engage with one another and with community stakeholders in participatory health projects. Although instruments exist to assess participation and power-sharing in participatory health research projects, none of the available tools are suitable for assessing student engagement in such projects. Accordingly, this study set out to develop an assessment instrument for student engagement in design thinking projects for health innovation. An adapted form of the survey development guide for medical education research was applied. The development process included triangulation of data, which included collating student input from an initial literature informed instrument, an analysis of written reflective reports and a focus group discussion with students enrolled in a master’s level course called Health Innovation & Design (HID), and design thinking practitioner validation. A final assessment instrument for student engagement in design thinking projects is presented. Note that our instrument incorporates the design thinking phases according to the Innovation Design Engineering Organization (IDEO) design thinking approach, an educational definition of student engagement, and recommendations by students, course lecturers and facilitators of the HID course. The instrument can assess engagement in academic and non-academic settings when design thinking is applied for health innovation.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135401094","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}
Developing student leadership has never been more demanded of higher education institutions than within a 21 st century VUCA (volatile, uncertain, complex and ambiguous) world. Globally, there is an increasing preference for organisations to become more devolved and operate more collaboratively (Hayward 2015). Rapid socio-economic changes and enhanced access to higher education, have seen 21st century institutions around the world facing major challenges to their governance systems, curriculum, external relations, research and financing (Jones and Harvey 2017; Black 2015; Jones 2014; Shin and Harman 2009). South African higher education institutions have not escaped these global challenges but the issues have been further exacerbated by the legacy of apartheid and demands for political redress, transformation and equal access (Habib 2016; South African Civil Society Information Services 2013). Such issues are unique to the South African higher education landscape and are demonstrated in the frustrations of the country’s youth, which are regularly being played out on our streets and university campuses. This study sought student leaders’ opinion on their role in participative institutional governance using distributed leadership as the underpinning model.
{"title":"Distributed leadership: A model for student leadership engagement","authors":"N Haniff, P Daya","doi":"10.20853/37-4-5078","DOIUrl":"https://doi.org/10.20853/37-4-5078","url":null,"abstract":"Developing student leadership has never been more demanded of higher education institutions than within a 21 st century VUCA (volatile, uncertain, complex and ambiguous) world. Globally, there is an increasing preference for organisations to become more devolved and operate more collaboratively (Hayward 2015). Rapid socio-economic changes and enhanced access to higher education, have seen 21st century institutions around the world facing major challenges to their governance systems, curriculum, external relations, research and financing (Jones and Harvey 2017; Black 2015; Jones 2014; Shin and Harman 2009). South African higher education institutions have not escaped these global challenges but the issues have been further exacerbated by the legacy of apartheid and demands for political redress, transformation and equal access (Habib 2016; South African Civil Society Information Services 2013). Such issues are unique to the South African higher education landscape and are demonstrated in the frustrations of the country’s youth, which are regularly being played out on our streets and university campuses. This study sought student leaders’ opinion on their role in participative institutional governance using distributed leadership as the underpinning model.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441157","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}
This article draws from a project that was conducted at a South African university to investigate the advancement of Black women academic researchers. A qualitative research method was used to obtain rich data from Black women academics. Thematic analysis was used to analyse the data. Findings from the study suggest that the constraints in advancing Black women academics were: research was not a priority; problems with work-life balance; research challenges; a male-dominated environment; time constraints; lack of support; and funding. The contributors in advancing Black women academic researchers were perseverance, collaboration, co-supervision, motivation, mentorship and support, including institutional support. There ought to be a deeper inquiry into how best to ensure the advancement of Black women academics at universities in South Africa.
{"title":"Constraints and contributors in advancing Black women academic researchers at a university in South Africa","authors":"C. Schultz, E. Rankhumise","doi":"10.20853/37-4-5070","DOIUrl":"https://doi.org/10.20853/37-4-5070","url":null,"abstract":"This article draws from a project that was conducted at a South African university to investigate the advancement of Black women academic researchers. A qualitative research method was used to obtain rich data from Black women academics. Thematic analysis was used to analyse the data. Findings from the study suggest that the constraints in advancing Black women academics were: research was not a priority; problems with work-life balance; research challenges; a male-dominated environment; time constraints; lack of support; and funding. The contributors in advancing Black women academic researchers were perseverance, collaboration, co-supervision, motivation, mentorship and support, including institutional support. There ought to be a deeper inquiry into how best to ensure the advancement of Black women academics at universities in South Africa.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135444815","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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