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- Volume 17, Issue 1, 2003
South African Journal of Higher Education - Volume 17, Issue 1, 2003
Volumes & issues
Volume 17, Issue 1, 2003
Aspects of higher education and black chartered accountants : empirical findings : research in higher educationAuthor E. SadlerSource: South African Journal of Higher Education 17, pp 156 –165 (2003)More Less
A shortage of black people in the accounting profession in South Africa is a major cause for concern. The South African Institute of Chartered Accountants set itself a target of 3 000 black chartered accountants by 2005. Currently there are only about 245. <br>This article is based on the results of a survey among black chartered accountants in South Africa. The purpose of the article is to furnish insight into the reasons why so few blacks have chosen to study accountancy, particularly on a postgraduate level and the problems they experienced whilst studying towards the chartered accountancy qualification. The accounting profession, business, institutions of higher education and black students should work together in order to make a significant contribution towards integrating blacks into the accounting profession.
Author K.B. SmutsSource: South African Journal of Higher Education 17, pp 166 –174 (2003)More Less
Supplemental Instruction (SI) was implemented in three second-year courses in the Bachelor of Laws degree at the University of the Witwatersrand, Johannesburg. Of the 898 registered students, 152 (17%) attended SI and this group achieved a significantly higher mean course mark than the non-SI group (59 48% and 53 74% respectively; p<0 01). Both groups had similar mean admission ratings and standard deviations (21 96;SD=8 84 and 22 00;SD=8 58 respectively). Analysis of results by educational background, home language and admission rating yielded significantly higher scores for SI groups in all but the "disadvantaged" and "non-English" groups, while scores in the bottom AR quartile approached significance. Quantitative data were validated by triangulation with student ratings, feedback from leaders and a lecturer interview. All revealed satisfaction with SI. <br>Results suggested that SI in Law was successful but tended to favour English-speakers and students from educationally advantaged backgrounds. Two areas for further study were identified.
Integrating the needs of industry and critical cross-field outcomes at a technikon : an example from information technology : research in higher educationSource: South African Journal of Higher Education 17, pp 175 –184 (2003)More Less
Cross-curriculum outcomes need to be integrated into all programmes in Higher Education. If one looks at the skills defined as cross-curriculum outcomes, there is no doubt that these would be useful to graduates in life as well as in their future careers. There also can be little doubt that Information Technology Developers need to have good communication skills and good interpersonal skills. These skills have been highlighted in Curriculum '97 and the Informatics Curriculum Framework 2000 as being important for Information Technology graduates. The problem is how tertiary institutions can be expected to develop these skills in their learners. This article describes how one can use the needs of industry as a starting point for incorporating critical cross-curriculum skills into a Technikon Information Technology course.
Early childhood intervention : Web-based training for transformation : the practice of higher educationSource: South African Journal of Higher Education 17, pp 185 –199 (2003)More Less
In the last decade the number of distance learning programs locally and internationally has escalated as academics explore the use of the Web and its impact on learning. However, very little has been done in relation to the evaluation of students and trainers' learning on the Web. Literature is available on Web-based learning, but the understanding of the impact of Web-based learning and the efficiency with which it addresses set goals for teaching is in its infancy. <br>This article describes the evaluation of the first module of the Masters course in early childhood intervention (M ECI) as part of a formative evaluation process to facilitate critical reflection on methodology and content-related issues. This is achieved by evaluating students' learning in terms of content (prior and post knowledge), comparing students' and lecturers' ratings on individual assignments and evaluating online teaching and learning strategies (general class and small group discussions).
Student learning for social relevance : the case of Melkhoutfontein : the practice of higher educationSource: South African Journal of Higher Education 17, pp 200 –207 (2003)More Less
The authors report on a project that was completed in the first semester of 2002 with the aim to enhance quality and social relevance of student learning experiences in a Bachelor of Education (BEd) programme at the University of Stellenbosch. Students in their final year of the BEd (Foundation Phase) Programme in the Faculty of Education were involved in a research project based on an action-and-developmental framework. Students had to use their learning experiences gained during a cultural / community tourism excursion to develop an action research report and a Life Skills learning programme for the Foundation Phase. They were exposed to the community of Melkhoutfontein in the Western Cape Province where they studied the potential of developing cultural tourism as a vehicle for multi-faceted learning in a community setting. The article contextualises the project, highlights its aims and goals, describes its research approach and analyses its outcomes and results. Findings suggest that student contextualisation of learning tasks and their increased levels of social awareness point towards promoting deep learning.
The introduction of multi-modal education : a strategy in process : the practice of higher educationSource: South African Journal of Higher Education 17, pp 208 –215 (2003)More Less
As far as mode of delivery in higher education is concerned, many higher education institutions in South Africa have progressed from traditional contact education to the so-called mixed mode in which dynamic interaction is negotiated between electronic information and communication technologies and face-to-face (F2F) lecturing. At RAU, a new strategy for teaching, learning and assessment based on a multi-modal approach to delivery has been accepted that includes WebCT as a platform of delivery that complements F2F classroom instruction. <br>At institutional level, the introduction of new technologies for delivery of education forces institutional culture to change. These changes require analysis and planning in areas that reach beyond the technical realm. Interviews were conducted with lecturers from different faculties who have been involved in developing and managing web-supported teaching and learning. The purpose of this article is to explore these implications and to develop guidelines for managing the introduction of a multi-modal educational strategy.