An investigation into Dental Technology lecturers' discourses of academic identity formation within the emergence of Universities of Technology in South Africa

2017 ◽  
Author(s):  
◽  
Thobani Linton Gumbi
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Identity Formation ◽  
South African ◽  
Academic Identity ◽  
Higher Education System ◽  
University Of Technology ◽  
Institutions Of Higher Learning ◽  
South African Higher Education ◽  
Dental Technology

Post-apartheid restructuring of the South African Higher Education system has brought about significant changes. Institutions of Higher Learning have implemented minor and major changes in their objectives, delivery of knowledge, functions, accreditations and overall outcomes (Du Pre 2006, Reddy 2006, Department of Education 1997). One of the more significant transitions within South Africa’s Higher Education landscape has been the conversion of technikons into universities of technology (UoTs) (Powell & McKenna 2006). This thesis investigates the discourses of academics within a university of technology, exploring their responses to and constructions of institutional shifts. The study has an ontological focus in that it is interested in the ‘being’ of Dental Technology academics. It is interested in the discursive constructions not only of themselves as academics, but also of their work in this changed institutional context. By conducting interviews with the Dental Technology academics lecturing in universities of technology in South Africa, it was the intention to explore these academics’ discourses on institutional shifts. Adopting discourse analysis as the primary method of data analysis enabled the exploration of how academics constructed the notion of academic identity, how they discursively constructed students and knowledge, as well as other core issues related to their work.

scholarly journals Student support to enhance student living and learning at a South African University

2016 ◽  
Author(s):  
Isabella Coetzee
Keyword(s):  
Higher Education ◽  
South African ◽  
Student Support ◽  
Support Structures ◽  
Social Challenges ◽  
Higher Education System ◽  
Support Programme ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education

Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges

The Development and Establishment of Technology in South Africa

1998 ◽  
Vol 12 (1) ◽  
pp. 17-26
Author(s):  
N.P. du Preez ◽  
P. van Eldik ◽  
M. Möhr ◽  
H.H. van der Watt
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Importance Rating ◽  
Higher Education System ◽  
Diffusion Of Technology ◽  
African Higher Education ◽  
High Level ◽  
South African Higher Education

In a two-part analysis (Part 2 follows on pp 27–31), the authors discuss the key results of a South African project conducted during 1996 which focused on the factors relating to the development and establishment of technology in a country. The study investigated through a detailed questionnaire survey and a literature survey the various factors that promote the development and establishment of technology by comparing their perceived importance with the actual role they currently play in South Africa. This paper, Part 1, concentrates on the role of higher education. The importance of academic institutions in supplying high-level human resources was rated very highly (90.47%) but the role it is currently playing in reality was rated at 52.8%. Closely connected with this, the availability of high-level skilled technological people was given an importance of 89% while the current reality was rated at only 43%. This clearly shows that the South African higher education system is performing poorly in addressing these vital needs. The availability of entrepreneurs with innovative and creative skills to participate in the development and diffusion of technology was given an importance rating of 84.3% against a current situation of 42.2%, again indicating South Africa's weak performance. The results of the survey and the consequent recommendations are important to all developing countries with newly industrial economies.

scholarly journals Remedying Misdemeanors At South African Higher Education And Training Institutions

2011 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
JeMutendwahothe Walter Lumadirry
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Educational Process ◽  
Dropping Out ◽  
Comprehensive Universities ◽  
Higher Education System ◽  
Disciplinary Problems ◽  
South African Higher Education ◽  
Foreign Universities

In 2004 South Africa embarked on a mission of reforming its higher education system, merging and incorporating small universities into larger institutions, and renaming all higher education institutions university. The democratic country’s universities and technikons, which were incorporated with others and thus no longer exist, will be mentioned in this study. There are also a large number of institutions in South Africa, some are local campuses of foreign universities, some conduct classes for students who write their examinations at the distance education University of South Africa and some offer unaccredited or non accredited diplomas. Public universities in South Africa are divided into three types; traditional universities, which offer theoretically oriented university degrees; universities of technology, which offer practically-oriented diplomas and degrees in technical fields; and comprehensive universities, which offer a combination of both types of qualifications. Disciplinary problems at universities interfere with the educational process and place a burden on Management and academics. Misdemeanours have long been linked to negative outcomes for students, such as course failure and dropping out of universities. University senior management team is interested in keeping the institution safe and maintaining positive environment conducive to learning. To accomplish this mission, universities employ a range of policies and approaches to managing student behaviour, including positive behaviour support, exclusion, suspension and expulsions. Research was conducted in three types of South African universities. Management of each type of university was interviewed. From each type of university, three institutions were randomly selected. This left the researcher with a total of 9 universities out of 23. Responses from management of various institutions were related.

scholarly journals The development of South African higher education within the apartheid system (1948-1994) – selected aspects

2019 ◽  
pp. 97-114
Author(s):  
Tomasz Gmerek
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Education System ◽  
Higher Education Institutions ◽  
Racial Groups ◽  
Higher Education System ◽  
African Higher Education ◽  
South African Higher Education ◽  
The Relationship

The article include the consideration of development of South African Higher Education System in Apartheid Era (1948-1994). Particular emphasis was placed on reconstructing educational practices and policy that is implemented toward different racial groups in South Africa. An attempt was made at examining the relationship between schooling, segregation processes, discrimination practices and the development of higher education institutions.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

The Inclusion and Support of Students With Disabilities in the South African Higher Education System

2022 ◽  
pp. 1295-1310
Author(s):  
Sithabile Ntombela ◽  
Vimbi Petrus Mahlangu
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Education System ◽  
Social Model ◽  
The South ◽  
Social Model Of Disability ◽  
Higher Education System ◽  
African Higher Education ◽  
South African Higher Education

The intention of this chapter is to contribute to the scholarship of diversity, equity, and inclusivity in contemporary higher education. Its purpose is to develop an understanding of pedagogical issues concerning the inclusion and support of students with disabilities in the South African higher education system through literature review. The chapter will contribute to debate on policy imperatives and how these have informed practice, the social model of disability and its role in shaping educational provision, access and support constraints as products of intersectionality of disability and disablement, and possible ways to re-culture higher education for support.

The role of business intelligence in sustainability reporting for South African higher education institutions

2018 ◽  
Vol 19 (7) ◽  
pp. 1185-1203 ◽  
Author(s):  
Andre Calitz ◽  
Samual Bosire ◽  
Margaret Cullen
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Business Intelligence ◽  
Higher Education Institutions ◽  
Sustainability Reporting ◽  
Regulatory Compliance ◽  
Content Type ◽  
Stakeholder Satisfaction ◽  
South African Higher Education

Purpose This paper aims to show that business intelligence (BI) is a key component of a sustainability-reporting framework for higher education institutions (HEIs). Design/methodology/approach Four questionnaires were administered to Registrars and managers at 21 South African HEIs and at selected international HEIs. The data analysis entailed both descriptive and inferential statistics. Findings The study confirmed that factors such as management buy-in, the availability of BI reports and the provision of reporting guidelines were positively related to effective strategic planning. The study shows that the use of BI by South African HEIs is still at a low maturity level. Research limitations/implications The case study used is the Nelson Mandela University in Port Elizabeth, South Africa. The implications are relevant for all 26 HEIs in South Africa. Practical implications HEIs must invest in technological tools, including BI to provide information in understandable and usable formats for management and other relevant stakeholders. Social implications BI reporting can assist all stakeholders to obtain the relevant and required information relating to HEI operations and strategic management initiatives and activities. Originality/value The study concludes that HEIs ought to invest in BI technologies that can assist the sustainability reporting process to ensure stakeholder satisfaction and regulatory compliance.

scholarly journals Restructuring And Mergers Of The South African Post-Apartheid Tertiary System (1994-2011): A Critical Analysis

2013 ◽  
Vol 12 (2) ◽  
pp. 151
Author(s):  
Nelda Mouton ◽  
G.P. Louw ◽  
G.L. Strydom
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
White Paper ◽  
National Commission ◽  
Policy Document ◽  
Tertiary Institutions ◽  
Higher Education System ◽  
Global Science ◽  
The Impact

Socio-economic and vocational needs of communities, governments and individuals change over the years and these discourses served as a compass for restructuring of higher institutions in South Africa from 1994. Before 1994, the claim to legitimacy for government policies in higher education rested on meeting primarily the interests of the white minority. From 1996 onwards, the newly established government considered education a major vehicle of societal transformation. The main objective had been to focus on reducing inequality and fostering internationalisation. Therefore, the rationale for the restructuring of South African universities included a shift from science systems to global science networks. Various challenges are associated with restructuring and include access, diversity, equity and equality. Thus, the restructuring and mergers between former technikons and traditional universities were probably the most difficult to achieve in terms of establishing a common academic platform, as transitional conditions also had to be taken into account and had a twin logic: It was not only the legacy of apartheid that had to be overcome but the incorporation of South Africa into the globalised world was equally important as globalisation transforms the economic, political, social and environmental dimensions of countries and their place in the world. Initially, the post-apartheid higher education transformation started with the founding policy document on higher education, the Report of the National Commission on Higher Education and this report laid the foundation for the 1997 Education White Paper 3 on Higher Education in which a transformed higher education system is described. Restructuring and mergers also had a far-reaching impact, positive and negative, on the various tertiary institutions. This article also reflects on the impact of restructuring and mergers of higher education and reaches the conclusion that higher education faces many more challenges than initially anticipated prior to transformation.

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