Higher education institutions are not properly prepared to meet the expectations of employers regarding the work readiness of human resource development (HRD) graduates from universities. Employers seek to recruit graduates who have pertinent employability competencies. The factors that were determined should contribute considerably to meeting this need. The study was commenced to identify the factors relating to employability competencies for South African human resource development graduates. The sample of the survey comprised 134 professionals from the South African Board of People’s Practice (SABPP) in the nine (9) provinces of South Africa. A factor analysis was employed to identify the issues relating to the employability competencies of HRD graduates. Correlation analysis and regression analysis were used to establish the relationships between identified factors. The results confirmed that there were strong relationships between the factors of the current and the expected competencies concerning the employability of South African HRD graduates. The findings served to formulate specific recommendations on employers’ expectations regarding the employability competencies of HRD graduates. The intention of the study was to improve graduates’ competencies in the world of work.
{"title":"Employability competencies of South African Human Resource Development graduates","authors":"C. Chweu, C. Schultz, C. Jordaan","doi":"10.20853/37-4-5071","DOIUrl":"https://doi.org/10.20853/37-4-5071","url":null,"abstract":"Higher education institutions are not properly prepared to meet the expectations of employers regarding the work readiness of human resource development (HRD) graduates from universities. Employers seek to recruit graduates who have pertinent employability competencies. The factors that were determined should contribute considerably to meeting this need. The study was commenced to identify the factors relating to employability competencies for South African human resource development graduates. The sample of the survey comprised 134 professionals from the South African Board of People’s Practice (SABPP) in the nine (9) provinces of South Africa. A factor analysis was employed to identify the issues relating to the employability competencies of HRD graduates. Correlation analysis and regression analysis were used to establish the relationships between identified factors. The results confirmed that there were strong relationships between the factors of the current and the expected competencies concerning the employability of South African HRD graduates. The findings served to formulate specific recommendations on employers’ expectations regarding the employability competencies of HRD graduates. The intention of the study was to improve graduates’ competencies in the world of work.","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":"67716492","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}
Teacher agency in times of curriculum reform has often been researched and studied from a humanist perspective that focuses on human experiences and narratives. While this way of conducting research has contributed to a better understanding of curriculum design and implementation, it is nevertheless important to move away from a human-centred approach and to consider intra-actions between teachers and their material conditions as they inhabit multiple macro-policy and micro-institutional spaces across temporal dimensions. In this article, emphasis is laid on teacher agency as a hybrid collective between teachers and others (policy documents, formal and informal infrastructures, technology, textbooks). Teacher agency is consequently re-thought as a fluid process of entangled and diffracted possibilities that is not predetermined, but as a result of intra-actions, it is one that is always in “becoming”.
{"title":"A posthumanist re-reading of teacher agency in times of curriculum reform","authors":"W Appadoo-Ramsamy","doi":"10.20853/37-5-6114","DOIUrl":"https://doi.org/10.20853/37-5-6114","url":null,"abstract":"Teacher agency in times of curriculum reform has often been researched and studied from a humanist perspective that focuses on human experiences and narratives. While this way of conducting research has contributed to a better understanding of curriculum design and implementation, it is nevertheless important to move away from a human-centred approach and to consider intra-actions between teachers and their material conditions as they inhabit multiple macro-policy and micro-institutional spaces across temporal dimensions. In this article, emphasis is laid on teacher agency as a hybrid collective between teachers and others (policy documents, formal and informal infrastructures, technology, textbooks). Teacher agency is consequently re-thought as a fluid process of entangled and diffracted possibilities that is not predetermined, but as a result of intra-actions, it is one that is always in “becoming”.","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":"135612134","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}
Book Review: Samuel Fongwa, Thierry Luescher, Ntimi Mtawa and Jesmael Mataga (eds.) 2015 Universities, Society and Development: African Perspectives of University Community Engagement in Secondary Cities: Stellenbosch: Sun Press.
{"title":"Anchoring Universities","authors":"S.M Badat","doi":"10.20853/37-5-5824","DOIUrl":"https://doi.org/10.20853/37-5-5824","url":null,"abstract":"Book Review: Samuel Fongwa, Thierry Luescher, Ntimi Mtawa and Jesmael Mataga (eds.) 2015 Universities, Society and Development: African Perspectives of University Community Engagement in Secondary Cities: Stellenbosch: Sun Press.","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":"135704609","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 descriptive case study explores the support that supervisors in the College of Education (CEDU) at the University of South Africa (UNISA) give to Ethiopian doctoral students. It is important to inquire into supervisors’ views about the support that they give to students as part of their supervision especially in the open distance and e-learning (ODeL) higher education context. Twelve supervisors who are or have supervised Ethiopian doctoral students were selected by convenience sampling and interviewed individually to gather their views about the support they give (or have given) to their students. Supervisors’ views were augmented by other key stakeholders’ views to deepen the understanding of support. The findings reveal that supervisors, though faced with unique challenges, made efforts to support students emotionally, academically, and by being the extended hand of UNISA when students could not access certain services or resources. Doctoral students who are faced with contextual challenges can succeed if they are given proper support which is motivated by mutual respect between the supervisor and student. The study can also benefit supervisors in African universities to reflect on the support that they give to their students, especially in the situations that are posed by the students’ circumstances.
{"title":"Postgraduate supervision support in Open Distance and E-learning: Supervisors’ and key stakeholders’ views","authors":"M.T Gumbo, V. Gasa","doi":"10.20853/37-4-5318","DOIUrl":"https://doi.org/10.20853/37-4-5318","url":null,"abstract":"This descriptive case study explores the support that supervisors in the College of Education (CEDU) at the University of South Africa (UNISA) give to Ethiopian doctoral students. It is important to inquire into supervisors’ views about the support that they give to students as part of their supervision especially in the open distance and e-learning (ODeL) higher education context. Twelve supervisors who are or have supervised Ethiopian doctoral students were selected by convenience sampling and interviewed individually to gather their views about the support they give (or have given) to their students. Supervisors’ views were augmented by other key stakeholders’ views to deepen the understanding of support. The findings reveal that supervisors, though faced with unique challenges, made efforts to support students emotionally, academically, and by being the extended hand of UNISA when students could not access certain services or resources. Doctoral students who are faced with contextual challenges can succeed if they are given proper support which is motivated by mutual respect between the supervisor and student. The study can also benefit supervisors in African universities to reflect on the support that they give to their students, especially in the situations that are posed by the students’ circumstances.","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":"135440268","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}
Computing educators contribute immensely to the development of software engineering graduates, not only in terms of teaching technical skills, but also in ethical development. Positive consideration of software engineering codes of ethics by teachers promotes inclusion in teaching of software development courses. The aim of this study is to investigate the perceived importance of codes of ethics by lecturers who teach software development courses in a university of technology in South Africa. The data was collected using an online survey from 103 educators from two computing departments in a South African UoT; and 44 responses were received. Data was analysed using a t-test to evaluate the difference in responses; and the Pearson Chi-square test was applied to assess the level of association between variables of interest for more conclusive results in addressing the objective of the study. The results of this study indicated that the majority of participants were males; female participants amounted only to 18.2%. Results also reported the majority (95%) of the participants agreeing that lecturers should teach their students the importance of ethical behaviour. SEs have the ability to do good or cause harm with the software products they produce; and SEs have an obligation to reflect on the ethical impact of their software products (p-value<0,05). In addition, an association was presented between the importance of a software engineering code of ethics to a lecturer, and the obligation for SEs to consider ethical implications of their systems. Another statistically significant association between gender and the importance of a software engineering code of ethics to lecturers was shown by the results of the study. This study recommended that the institution consider finding permanent ways of inculcating a culture of ethical conduct into its staff members, encouraging educators to take up professional memberships with professional bodies. These measures will ensure that software development educators are trained to maintain high standards within their profession, embracing the use and adherence to code of ethics in software development.
{"title":"The importance of software engineering code of ethics in a university of technology teaching environment","authors":"R. T. Hans, S. Marebane, J. Coosner","doi":"10.20853/37-4-5282","DOIUrl":"https://doi.org/10.20853/37-4-5282","url":null,"abstract":"Computing educators contribute immensely to the development of software engineering graduates, not only in terms of teaching technical skills, but also in ethical development. Positive consideration of software engineering codes of ethics by teachers promotes inclusion in teaching of software development courses. The aim of this study is to investigate the perceived importance of codes of ethics by lecturers who teach software development courses in a university of technology in South Africa. The data was collected using an online survey from 103 educators from two computing departments in a South African UoT; and 44 responses were received. Data was analysed using a t-test to evaluate the difference in responses; and the Pearson Chi-square test was applied to assess the level of association between variables of interest for more conclusive results in addressing the objective of the study. The results of this study indicated that the majority of participants were males; female participants amounted only to 18.2%. Results also reported the majority (95%) of the participants agreeing that lecturers should teach their students the importance of ethical behaviour. SEs have the ability to do good or cause harm with the software products they produce; and SEs have an obligation to reflect on the ethical impact of their software products (p-value<0,05). In addition, an association was presented between the importance of a software engineering code of ethics to a lecturer, and the obligation for SEs to consider ethical implications of their systems. Another statistically significant association between gender and the importance of a software engineering code of ethics to lecturers was shown by the results of the study. This study recommended that the institution consider finding permanent ways of inculcating a culture of ethical conduct into its staff members, encouraging educators to take up professional memberships with professional bodies. These measures will ensure that software development educators are trained to maintain high standards within their profession, embracing the use and adherence to code of ethics in software development.","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":"135440538","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 reports on teachers’ perceptions of how ADHD may influence learners’ career choices. Purposive selection was used to identify six high school teachers who cater specifically for learners with Attention-Deficit/Hyperactivity Disorder (ADHD). An exploratory case study design and a qualitative approach were adopted. Data was gathered using an audio-recorded semi-structured focus group interview, and analysed and interpreted using inductive thematic analysis. Findings suggest teachers believe that ADHD affects parents, schooling, and the school environment from an early age, that taking medication for ADHD from an early age may positively and negatively influence affect learners’ career choices, and that intervention to address the longer-term impact of ADHD on learners’ career choices is essential. Moreover, teachers believe that parents play a powerful role in the career choice of learners with ADHD. Future research should include early childhood carers, teachers and other health professionals, and include larger and more diverse groups of participants.
{"title":"Teachers' perceptions of how attention-deficit/hyperactivity disorder may influence learners' career choices","authors":"J. G. Maree, K. Warnock","doi":"10.20853/37-4-5732","DOIUrl":"https://doi.org/10.20853/37-4-5732","url":null,"abstract":"This article reports on teachers’ perceptions of how ADHD may influence learners’ career choices. Purposive selection was used to identify six high school teachers who cater specifically for learners with Attention-Deficit/Hyperactivity Disorder (ADHD). An exploratory case study design and a qualitative approach were adopted. Data was gathered using an audio-recorded semi-structured focus group interview, and analysed and interpreted using inductive thematic analysis. Findings suggest teachers believe that ADHD affects parents, schooling, and the school environment from an early age, that taking medication for ADHD from an early age may positively and negatively influence affect learners’ career choices, and that intervention to address the longer-term impact of ADHD on learners’ career choices is essential. Moreover, teachers believe that parents play a powerful role in the career choice of learners with ADHD. Future research should include early childhood carers, teachers and other health professionals, and include larger and more diverse groups of participants.","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":"135441264","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}
O. M. Moroaswi, M.H Segabutla, F.M Olifant, M.P Cekiso, Dr Dieperink
Despite the importance of affective learning as a gateway to learning, it has been neglected in university curricula in many parts of the world. Subsequently, in formal classroom teaching, the bulk of the teachers’ efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is earmarked for cognitive outcomes. However, research has shown that the affective domain develops well-rounded students with broad abilities and consequently many scholars advocate for the incorporation of the affective domain in university curricula. Therefore, the aim of this article was to establish and understand the self-perceived affective learning of the university students in order to match their emotions to the process of teaching and learning. The study was quantitative in nature and a survey design was followed. The Attribution theory was used to anchor the study. A randomly selected sample of 127 first-year students registered for Linguistics was used to collect data. A questionnaire was used to collect data and the Statistical Package for the Social Sciences (SPSS) was used to analyse data. With regards to students’ self-perceived perceptiveness during classroom interaction involvement, the findings revealed that the majority of students were very perceptive to the meaning of others’ behaviour in relation to themselves and the situation. Concerning the students’ self-perceived attentiveness during classroom interaction involvement, the majority of students reported that they were very observant of others’ reactions while speaking during classroom conversation. Finally, regarding students’ self-perceived responsiveness during classroom interaction involvement, the students indicated that they felt confident during their conversation in class, and were sure of what to say and do.
{"title":"Investigating students’ self-perceived affective learning during classroom interaction involvement at a South African University","authors":"O. M. Moroaswi, M.H Segabutla, F.M Olifant, M.P Cekiso, Dr Dieperink","doi":"10.20853/37-4-5061","DOIUrl":"https://doi.org/10.20853/37-4-5061","url":null,"abstract":"Despite the importance of affective learning as a gateway to learning, it has been neglected in university curricula in many parts of the world. Subsequently, in formal classroom teaching, the bulk of the teachers’ efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is earmarked for cognitive outcomes. However, research has shown that the affective domain develops well-rounded students with broad abilities and consequently many scholars advocate for the incorporation of the affective domain in university curricula. Therefore, the aim of this article was to establish and understand the self-perceived affective learning of the university students in order to match their emotions to the process of teaching and learning. The study was quantitative in nature and a survey design was followed. The Attribution theory was used to anchor the study. A randomly selected sample of 127 first-year students registered for Linguistics was used to collect data. A questionnaire was used to collect data and the Statistical Package for the Social Sciences (SPSS) was used to analyse data. With regards to students’ self-perceived perceptiveness during classroom interaction involvement, the findings revealed that the majority of students were very perceptive to the meaning of others’ behaviour in relation to themselves and the situation. Concerning the students’ self-perceived attentiveness during classroom interaction involvement, the majority of students reported that they were very observant of others’ reactions while speaking during classroom conversation. Finally, regarding students’ self-perceived responsiveness during classroom interaction involvement, the students indicated that they felt confident during their conversation in class, and were sure of what to say and do.","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":"135445760","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}
Abstract This article focuses on first-year black female students at the University of KwaZulu-Natal who were exposed to and experienced sexual violence. The aim of the study was, broadly, to determine how female students experience and negotiate gender, sexuality and violence in campus residences. Semi-structured individual interviews were utilised to generate data. The findings show that violence was shaped by gender and power dynamics. These students were first years, and predominantly from poor backgrounds, and therefore particularly vulnerable to sexual violence and unequal relationships. Alcohol, substance abuse and dangerous masculinised spaces further exacerbated their vulnerability. Poverty, scarce resources and gender intersect to produce vulnerability and constrained forms of their agency that translate into transactional relationships. The findings also suggest that being first year female students have implications for how these young women negotiated their newfound freedom away from the parental gaze. The study highlights the ways in which these first-year students are aware that sexual violence is prevalent on campus particularly in certain spaces such as Dark City and residence rooms. Members of the SRC and DSRA are cited as likely perpetrators of sexually predatory behaviours. We therefore propose that the Gender Based Violence Policy at UKZN should be introduced to first year students by way of induction courses, and that these courses should also include gender and sexuality education to help ensure that awareness around gender violence permeates the lives of all students.
{"title":"“Fresh meat”: First year female students negotiating sexual violence on campus residences","authors":"B. Anderson, C. Naidu","doi":"10.20853/36-4-4800","DOIUrl":"https://doi.org/10.20853/36-4-4800","url":null,"abstract":"Abstract This article focuses on first-year black female students at the University of KwaZulu-Natal who were exposed to and experienced sexual violence. The aim of the study was, broadly, to determine how female students experience and negotiate gender, sexuality and violence in campus residences. Semi-structured individual interviews were utilised to generate data. The findings show that violence was shaped by gender and power dynamics. These students were first years, and predominantly from poor backgrounds, and therefore particularly vulnerable to sexual violence and unequal relationships. Alcohol, substance abuse and dangerous masculinised spaces further exacerbated their vulnerability. Poverty, scarce resources and gender intersect to produce vulnerability and constrained forms of their agency that translate into transactional relationships. The findings also suggest that being first year female students have implications for how these young women negotiated their newfound freedom away from the parental gaze. The study highlights the ways in which these first-year students are aware that sexual violence is prevalent on campus particularly in certain spaces such as Dark City and residence rooms. Members of the SRC and DSRA are cited as likely perpetrators of sexually predatory behaviours. We therefore propose that the Gender Based Violence Policy at UKZN should be introduced to first year students by way of induction courses, and that these courses should also include gender and sexuality education to help ensure that awareness around gender violence permeates the lives of all students.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46068276","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}
J. Hardman, R. Watermeyer, K. Shankar, V. Ratnadeep Suri, T. Crick, K. Knight, F. McGaughey, R. Chung
In March 2020, the President of South African announced that the nation would go into full lockdown in the wake of an increase in COVID-19 infections. Academics had, in some instances, only one day to prepare for “emergency remote teaching”. Few academics had taught online before, as South Africa’s internet connectivity is not guaranteed in underprivileged areas, where 80 per cent of the population reside. The online move thus necessitated an entirely novel pedagogy for most academics, with high potential for an escalation of work-related stress and related illness, outcomes we have related in the wider sphere of workplace readjustment during COVID-19, to a state of “pandemia”. In this article, we report on an institutional case study where we surveyed n=136 academics from a university in the Western Cape, South Africa to learn more about impacts of COVID-19 on their work. The data analysis adopts Ryff’s (1995) theory of well-being. Findings indicate that the enforced lockdown due to COVID-19 and the subsequent move to online teaching has had a negative impact on academics’ sense of well-being. However, the emergence of positive, caring relationships between colleagues is reported as a significant outcome of the COVID-19 enforced move to online teaching.
{"title":"\"Does anyone even notice us?\" COVID-19’s impact on academics’ well-being in a developing country","authors":"J. Hardman, R. Watermeyer, K. Shankar, V. Ratnadeep Suri, T. Crick, K. Knight, F. McGaughey, R. Chung","doi":"10.20853/36-1-4844","DOIUrl":"https://doi.org/10.20853/36-1-4844","url":null,"abstract":"In March 2020, the President of South African announced that the nation would go into full lockdown in the wake of an increase in COVID-19 infections. Academics had, in some instances, only one day to prepare for “emergency remote teaching”. Few academics had taught online before, as South Africa’s internet connectivity is not guaranteed in underprivileged areas, where 80 per cent of the population reside. The online move thus necessitated an entirely novel pedagogy for most academics, with high potential for an escalation of work-related stress and related illness, outcomes we have related in the wider sphere of workplace readjustment during COVID-19, to a state of “pandemia”. In this article, we report on an institutional case study where we surveyed n=136 academics from a university in the Western Cape, South Africa to learn more about impacts of COVID-19 on their work. The data analysis adopts Ryff’s (1995) theory of well-being. Findings indicate that the enforced lockdown due to COVID-19 and the subsequent move to online teaching has had a negative impact on academics’ sense of well-being. However, the emergence of positive, caring relationships between colleagues is reported as a significant outcome of the COVID-19 enforced move to online teaching.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41481596","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}
Universities of technologies (UoT’s) unlike most traditional universities in South Africa do not have law faculties and therefore only certain law modules such as commercial law, corporate law and other business law courses are offered to students. This article seeks to examine the extent to which Africanist epistemologies and perspectives should be included in the content of the business law curricula in UoT’s. The article applies the mixed methods research approach. Questionnaires with both closed and open-ended questions are administered to second year business law students of the Durban University of Technology (DUT). A semi-structured interview is conducted with third year business law students to ascertain their perceptions of the first year business law curricula and the content they would like to see included in the curricula. The results indicates that African students desire the inclusion of their lived experiences and epistemologies in the business law curricula. Students desire the inclusion of the indigenous jurisprudence of Ubuntu, traditional dispute settlement mechanisms, and other indigenous traditional contractual practices in the business law curricula. The findings will assist higher education managers and university curricula developers in developing an inclusive curricula that will meet the demands of African students.
{"title":"Decolonizing the law curricula at Universities of Technology: The student’s perspective on content","authors":"E. Anwana","doi":"10.20853/36-1-4067","DOIUrl":"https://doi.org/10.20853/36-1-4067","url":null,"abstract":"Universities of technologies (UoT’s) unlike most traditional universities in South Africa do not have law faculties and therefore only certain law modules such as commercial law, corporate law and other business law courses are offered to students. This article seeks to examine the extent to which Africanist epistemologies and perspectives should be included in the content of the business law curricula in UoT’s. The article applies the mixed methods research approach. Questionnaires with both closed and open-ended questions are administered to second year business law students of the Durban University of Technology (DUT). A semi-structured interview is conducted with third year business law students to ascertain their perceptions of the first year business law curricula and the content they would like to see included in the curricula. The results indicates that African students desire the inclusion of their lived experiences and epistemologies in the business law curricula. Students desire the inclusion of the indigenous jurisprudence of Ubuntu, traditional dispute settlement mechanisms, and other indigenous traditional contractual practices in the business law curricula. The findings will assist higher education managers and university curricula developers in developing an inclusive curricula that will meet the demands of African students.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42092030","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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