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Educational scholarship in higher education in South Africa: 1995-2006
Abstract
Incl. bibl., abstract
... These findings are supported by earlier findings by Deacon et al. (2009) who carried out a commissioned study for the National Research Foundation (NRF). ...
... From a comprehensive analysis of over ten thousand South African research papers Deacon et al. (2009) expressed concern about the prevalence of what they termed the "politics of knowledge", where data had been misrepresented or distorted for political ends. was to encourage very few pupils to take the subject. ...
Persistently high failure rates in the mathematical sciences keep dogging South Africa and teachers are always blamed for failing learners hence punitive systems are designed thereof. Progressive views suggest that, rather than designing punitive systems against teachers, education needs to be grounded in a theory of change for it to bring about positive results yet such a theory is lacking in the South African literature. This theoretical paper’s main argument is that the country’s mathematics education system fails persistently because it is working harder but not smarter. Grounded in Repenning & Sterman’s systems dynamics theory the paper shows how the eduction system could work smarter by identifying and nurturing its smart fraction or gifted learners in matghematics.
... Internationally one can refer, inter alia, to the studies undertaken by Teichler (1996), Tight (2003Tight ( , 2012, and Jung and Horta (2013). In South Africa, several analyses of HE research have been undertaken at a national level, including that of Bitzer and Wilkinson (2009), Uys and Frick (2009), Le Grange (2009), Deacon, Osman andBuchler (2009), andWolhuter (2014). The research referred to in this chapter builds on previous research and can be regarded as an updating of the work of Bitzer and Wilkinson (2009), who used the framework of Tight (2003) to evaluate and categorise thematic trends in South African HE research. ...
... Internationally one can refer, inter alia, to the studies undertaken by Teichler (1996), Tight (2003Tight ( , 2012, and Jung and Horta (2013). In South Africa, several analyses of HE research have been undertaken at a national level, including that of Bitzer and Wilkinson (2009), Uys and Frick (2009), Le Grange (2009), Deacon, Osman andBuchler (2009), andWolhuter (2014). The research referred to in this chapter builds on previous research and can be regarded as an updating of the work of Bitzer and Wilkinson (2009), who used the framework of Tight (2003) to evaluate and categorise thematic trends in South African HE research. ...
... Given the smaller number of long papers falling within the EGM remit in this paper, we began with an eye towards emergences and consolidations in the field. This approach is informed by the finding from the aforementioned review of education research in South Africa by Deacon et al. (2009). This review suggested a lack of building up of educational knowledge base from a research base. ...
... The distribution of doctoral graduates of South Africa is unequal along the dimensions of race and gender (CREST, 2009;ASSA, 2010;Herman, 2011). Although a comparison of these figures indicates a clear need to increase doctoral production in South Africa, doctoral education is not focussed upon strongly in higher education research in South Africa (Deacon et al., 2009). In a scrutiny of doctoral studies as a field of academic research and discussion, Jones (2013) examined 995 papers written on issues of doctoral studies through the years 1971 to 2012. ...
Purpose: Accounting academics in the South African system understand their primary responsibility to be the teaching of prospective Chartered Accountants (CAs) rather than the advancement of knowledge through research. Then what factors motivate accounting academics who are CAs to obtain doctorates in an environment dominated by the profession, where promotion is possible to full professor without a doctorate, but not without the professional qualification of CA? And did these doctoral CAs face challenges on their journey, such as resistance from colleagues?
Research method/approach: Twenty-two academic CAs with doctorates and eighteen academic CAs studying towards doctorates were surveyed to gain a deeper understanding of who they are, what their motivations were for undertaking the doctorate journey and what they experienced.
Findings: The main finding of this study is that the culture of accounting departments in South Africa is beginning to shift from being teaching orientated towards being more research orientated. The CAs are pursuing doctorates for the purpose of career progression and for intrinsic personal reasons. The main challenges that they faced on their journey were finding the time for family and a social life and a lack of support from colleagues and their institution. However, support seems to be improving.
Research limitations/implications: The change to a research orientated culture in South African departments of accounting, as envisioned by Van der Schyf (2008), is only now starting to take place. These CAs with doctorates provide evidence of that change.
Originality/value: The value of this study is to provide accounting academics and the profession with a better understanding of, and a greater sensitivity to, accounting academics operating under the influence of the South African Institute of Chartered Accountants (SAICA). The study also adds to the limited amount of literature on the motives and experiences of doctoral students, especially accounting doctoral students.
... In contrast with the attention given to racial equality in the political programme and in education research agendas, gender issues and gender inequality have not featured to the same extent (see Wolhuter, 1994). The same applies in the case of Higher Education research (see Deacon, Osman and Buchler 2009;Wolhuter, 1997). After comparing the agenda of Comparative Education research in South Africa with that of educationists abroad, Wolhuter (1994) noticed that while gender issues in education were afforded top priority in research abroad, it was totally absent from the research agenda of comparative educationists in South Africa. ...
Two pressing demands directed to the South African academy in the post 1994 environment, have been those of gender equity and of increasing research output. The progression of women to the higher academic ranks is a problem, not only in South Africa, but worldwide. In view of the importance attached to research output for purposes of academic promotion, raising the research output of female academics is therefore important beyond the reason of being an end in itself. This paper is a case study at one university of the intersection between these two issues. The aim is to assess the improvement of the research output of female academic members of staff relative to their male counterparts, in the post 1994 period. The data used in the study indicate a steady increase in the research output of female academics relative to their male counterparts. However, a significant gender discrepancy in this regards still remains. In conclusion some suggestions are made with regard to how to an increase in the research output of female academics may be facilitated.
... 20. This paragraph is drawn from a separate paper arising from the broader study of education research in South Africa (see Deacon, Osman, and Buchler, 2009b). ...
Including abstract, tabl., bibl. This article reports on findings pertaining to scholarship in education policy drawn from a wider study on all education research in South Africa from 1995 to 2006. This study, which defined education research as broadly pertaining to teaching and/or learning, obtained extensive data from a wide range of sources, including universities, public institutions, NGOs, Education and Training Authorities, museums, publishers, donor agencies, trade unions, conferences, journals and electronic databases. The levels, scale, educational sectors and disciplinary areas of each entry in the resulting 10,315-strong database were identified, and a random sample of 600 texts was analysed in order to distinguish primary research themes. This article summarises seven themes in education policy studies, including policy idealism, policy critiques, language in education policy, higher education policy, further education and training policy, the nature and effects of educational decentralisation and the relationship between education policy and the market.
... Analyses of both the Biochemistry and Zoology papers indicated that level 3 (application) had the highest scores. Deacon, Osman andBuchler (2009: 1078) highlight a few studies on students' attitudes of what they need to know or do to 'get by'. Biggs (1999: 57-58) uses clear examples of the attitudes of two different students within a course to highlight differences of learning styles. ...
Summative assessment qualifies the achievement of a student in a particular field of
specialization at a given time. Questions should include a range of cognitive levels from
Bloom’s taxonomy and be consistent with the learning outcomes of the module in question.
Furthermore, a holistic approach to assessment, such as the application of the principles of
the Herrmann Whole Brain Model, needs to be used to accommodate learning style
diversity. The purpose of this study was to analyse, assess and compare the summative
assessment of two third year level modules in the Bachelor of Science degree programme,
namely Biochemistry and Zoology as part of action research with a view to enhancing the
professional development of the lecturers involved. The questions posed in summative
assessments were classified in terms of Bloom’s differentiation of cognitive levels and the
four different learning styles determined by Herrmann. Spearman’s non-parametric
analysis indicated that no correlation existed in this study between cognitive level and
student performance based on achievement. In addition, there was not much difference
between the cognitive levels and student performance between the two disciplines.
Although the students seemed to do better at application level questions, the authors need
to reflect on whether the assessments were valid with respect to the learning outcomes,
methods of facilitating learning, and the assessments based on cognitive levels and
learning style preferences. We conclude that continuous action research must be taken to
improve the formulation of learning outcomes and students’ achievement of these outcomes and quality of student learning – the main aim being the successful completion of the
modules.
... Much education policy research tracks what is seen as overly idealistic policy-making in South Africa, exacerbated by implementation difficulties, and also undertakes a large amount of sector-and discipline-specific studies, such as higher education policy and language in education policy (see also Deacon, Osman & Buchler, 2010). Research under the rubric of higher education studies explores the political and institutional implications of higher education transformation, the dual focus on both equity and excellence, the emphasis on performance and productivity, assessment, accountability and autonomy (see also (Deacon, Osman & Buchler, 2009b). Among the primary themes in educational psychology are the precise roles and functions of critical thinking and meta-cognition, the impact of stress on teaching and learning in changing educational environments, and the nature of individual identity formation. ...
This article reports on findings pertaining to scholarship in teacher education drawn from a wider study on all education research in South Africa from 1995 to 2006. The study, which defined education research as broadly pertaining to teaching and/or learning, obtained extensive data from a wide range of sources: universities, non-government organisations (NGOs), education and training authorities and electronic databases. The levels, scale, educational sectors and disciplinaiy areas of each entry in the resulting 10 315-strong database were identified, and on the basis of a random sample of 600 texts seven primaiy research themes in teacher education were identified and are detailed here: the re-conceptualisation of teachers as facilitators, the problems and possibilities of cooperative learning or group work, the use of educational support materials and resources, the idea of 'teaching for learning ', the importance of context, the nature of continuous assessment, and debates on teacher evaluation.
The purpose of this study was to determine tutors' and principals' perceptions of the effectiveness of a postgraduate Advanced Certificate in Education (ACE) program offered at a South African university. The ACE reported here was a qualification meant to prepare practicing teachers to be more effective practitioners of Mathematical Literacy, Life Sciences or Physical Sciences in the Senor Phase (Grades 7-9) and Further Education and Training (FET) phase (Grades 10-12). The study involved soliciting tutors' and principals' perceptions through and a survey questionnaire regarding the effectiveness of the program in terms of its fitness for purpose. The primary purpose of the program was to upgrade or to reskill teachers for these crucial subjects in the midst of a gripping mathematics and science education crisis and a rapidly evolving curriculum in the country. A 5-point Likert-type semantic scale version of the student questionnaire was adapted to evaluate the perceptions of graduates' principals as major consumers and an interview schedule based on the questionnaire was prepared and used to collect interview data from the full time and part-time tutors who facilitated in the program. Findings were that although there were contextual, process, content and outcome aspects of the program that were rated positively by both tutors and principals and, to that extent, needed to be consolidated, there were some aspects, such as subject matter knowledge that needed re-configuration. On balance there was a relatively high approval of the program in terms of meeting its purpose of preparing teachers to cope with the current curricular changes and classroom proficiency demands. The findings also corroborated the experience of professional growth in teaching competencies reported by graduates in a separate study [1].
The aim of this article was to determine the international impact of Education research in South Africa, through a citation analysis of articles published in the South African Journal of Education from 2000 to 2010 The citation impact (nationally as well as internationally) was found to be low. The international impact has been particularly poor, both quantitatively (in terms of the number of citations) and qualitatively (in terms of the standing of the publications in which this research does get cited, seen in the context of the hierarchy of scholarly publications). The article shows that certain topics of research in South Africa fail to break through to the international arena at all, such as research on the current restructuring of education in South Africa. Research that was cited most often in international journals dealt with research methodology, creativity and entrepreneurship education, beliefs and perception studies, and language-in-education in South Africa. In conclusion, a number of recommendations are made for raising the international profile of Education research that is done in South Africa and for further research in pursuance of that objective.
This article proposes a new interpretation of the notion of familiarity for making sense of students’ experiences in learning physics through problem solving. It challenges the cognitivist research perspectives for analysing students’ problem solving strategies. Phenomenography and actor-network theory are proposed as alternative theoretical frameworks allowing ‘insider’ portrayal of students’ experiences with problem solving. Data from problem solving strategies are used at tertiary level to illustrate how, within these frameworks, the traditional cognitivist view of familiarity changes. Familiarity becomes closely associated with students’ experiences of the problem, and in this sense becomes part of their conceptual understanding. Furthermore, familiarity offers the very basis upon which change in conception would occur. The article argues that the notion of familiarity mediates the coming about of conceptual understanding.
It appears that learning and instruction in technology education are emerging from
an atheoretical perspective. Research indicates that the grounding of learning and
instruction in technology education within a theoretical base is long overdue. This
article explores the role of conceptual frameworks derived from learning theories
relevant to content as an essential feature of technology and technology education.
To illustrate the effectiveness of conceptual frameworks derived from relevant
learning theories, an instructional programme was developed and implemented at
a College of Education. In gauging learners' experience, a qualitative case study
involving 20 learners was undertaken over a six week period. The effectiveness of
the instructional programme was measured against a set of criteria derived from
the conceptual framework representing relevant learning theories.
This book presents the most comprehensive and most thorough study of the developments in South African higher education and research after the first democratic elections of 1994 – that is of post-Apartheid South African higher education. This volume will provide its readers with a detailed insight into the new (i.e. post-1994) South African higher education system. The large number of experienced authors and editors involved in the book guarantees that the reader will be introduced in the new SA higher education system from a large number of perspectives that are presented in a consistent and coherent way.
This book will be of interest to scholars, students, administrators, policymakers and politicians interested in South Africa, higher education and research, and policy analysis.
"Publications on higher education are not new. But this volume, which is the first of its kind as a collective effort of tracing and examining the twists and turns taken by processes of change in the South African higher education system in a context of profound societal and global transformation, adds a fresh dimension to the debate. In its examination of the extent to which the changes were in line with policy intentions, particularly with regard to equity, democratisation, responsiveness and efficiency, and how a new institutional landscape started emerging, it makes a momentous contribution to the current debate about higher education restructuring."
Njabulo Ndebele, Vice-chancellor, University of Cape Town and Chair of the South African Association of University Vice-chancellors
"This book addresses a rich variety of issues on South African higher education. It puts these in the relevant context of the process of globalization and it shows that the South African experiences offer us a lot to learn. Highly recommended for those who are intrigued by the innovations taking place in South African higher education as well as for those who intend to grasp the effects of globalization."
Frans van Vught, Rector Magnificus and founding Director of the Center for Higher Education Policy Studies, University of Twente, The Netherlands
"Reflection is a crucial ingredient to learning. In this book on higher education we have reflections on a unique period in the history of a country that managed its transition to democracy in a way that was unique, but from which we can all learn. Higher education in South Africa played a vital role in that transition and was part of the many tensions, choices and influences. They have been thoughtfully captured."
Brenda Gourley, Vice-chancellor, The Open University, UK and board member, Centre for Higher Education Transformation.
"No contemporary higher education system has changed as dramatically as that in South Africa. This book, rich in data, examines the changes that took place and offers insights into how change frequently cannot be predicted. The analysis captures the excitement, high expectations, remarkable successes, and failures in the transformation of the apartheid system of higher education. This excellent study provides rich fare for comparative analysis."
Fred M. Hayward, American Council on Education Pilot Project, Executive Vice President, Council for Higher Education Accreditation, US.
Physical quantities pertain to the description of systems and their changes pertain to the description of processes. A variety of imprecisions and mistakes in the corresponding definitions and utilisation have been identified in the works of chemistry students. This paper presents an overview of the types of confusion that appear more frequently within general chemistry and physical chemistry courses. The physical quantities concerned range from state properties (like temperature and volume) to thermodynamic functions (enthalpy, entropy, etc.) to more specifically chemical concepts (like reaction rate). Hypotheses on the causes behind the confusions are proposed and discussed within a comprehensive framework including method-related aspects. The rate/extent to which the confusions appear, and the range of contexts concerned, suggest the opportunity of designing ad hoc remedial measures and prevention measures, the latter being relevant for the pre-tertiary levels of education.
This article reports on a small-scale action research project conducted in the Academic Development Centre (ADC) across both campuses of Rhodes University in 2000. In line with the growing movement to extend the professionalism of teachers and to meet the needs of assuring quality, Rhodes University has recently adopted a developmental model of Quality Assurance, which places the responsibility for personal development with individual lecturers themselves. To be critically reflective, practitioners need to gather feedback about their performance so that they can reflect on it and develop themselves in those areas in which weaknesses are recognised. The Academic Development Centre staff agreed to participate in a departmental Performance Appraisal process in order to initiate the appraisal of our own individual performances; better understand the quality assurance demands on academic staff ; and gauge the usefulness of Performance Appraisal as a tool for becoming critically reflective. Each ADC staff member was assigned the roles of appraisee and appraiser. Findings suggest that the success of the Performance Appraisal process was dependent firstly on the perceived purpose of the appraisal, and secondly on the capacity (both real and perceived) of individual members of the department, to benefit from and work within the appraisal relationships. South African Journal of Higher Education Vol.16(3) 2002: 73-81
The drive towards quality assurance at South African universities, with 'consistency' of approach being one of its key features, has profound implications for assessment policies and practices in relation to equity. In this article we present a case study discussion of an investigation we undertook, as a department, into certain anomalies which arose in the assessment of a particular group of post-graduate students' research reports. We were puzzled by the variability in the marks awarded by three different markers of the same reports and set out to investigate what factors were producing this 'inter-marker [un]reliability'. Through a content and discourse analysis of the different assessors' written reports, we uncovered the implicit assessment categories and criteria which assessors were working with in their assessments. We discovered shared categories and criteria, as well as differences in how these were weighted In the interests of equity and increased inter-marker reliability, we have developed a set of banded criteria on generic features of the research report which we intend to trial. We also surfaced two unresolved issues: the use of language and the role of the writer's 'voice' in the research report. As a result of this investigation, we argue that the 'consistency' of assessment within and across universities aspired to by quality assurers (such as the HEQC in the South African context) is difficult to achieve and much still depends on professional judgement, intellectual position and personal taste. In this article, six staff in Applied English Language Studies (AELS) at the University of the Witwatersrand, analyse the assessment of Honours research reports in one particular year.(2) What puzzled the staff was the variability in the marks awarded by three different markers of the same reports. The article is divided into five sections: .an introduction which locates the case within assessment in Higher Education; .a description of the case itself and the method of enquiry; .data analysis which enabled the production of agreed assessment criteria that could be banded in categories; .data analysis which produced disagreement particularly on the issue of 'voice'; .implications for assessment practice.