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- Volume 1, Issue 1, 2006
The Journal of Independent Teaching and Learning - Volume 1, Issue 1, 2006
Volume 1, Issue 1, 2006
Source: The Journal of Independent Teaching and Learning 1, pp 2 –3 (2006)More Less
There has been a proliferation of academic journals in the field of education over the last twenty years. As a result the question might reasonably be asked: why launch yet another? One answer is that many of the new journals have catered for a specialised readership: to name but a few, The Journal of Technology Education (1987), Education and Ageing (2002), The International Journal of Electrical Engineering Education (1999), The International Journal of Artificial Intelligence in Education (1989/90). Indeed some concern has even been raised about the overspecialisation that has taken place.
Convergent interests in South African public and private higher education institutions : public and private goodSource: The Journal of Independent Teaching and Learning 1, pp 4 –10 (2006)More Less
There have been a number of declarations on the role of higher education. The common theme is that higher education is necessary for the sustainable socio-economic development and growth of a country. And as such it is a public good. Implicit in this standpoint is the view that only higher education funded by the state can be a public good, whilst the private sector is about profit and self-interest. This paper shows why in South Africa at least this is not the case. Both public and private higher education institutions meet a form of public good as well as provide private benefits.
Author Desmond CrossSource: The Journal of Independent Teaching and Learning 1, pp 11 –19 (2006)More Less
South African curriculum reform has recently focused on the need for including the nature of science, indigenous knowledge and the influence of an African worldview in the teaching of science. New curriculum demands are often couched in terms of the rise of science, the reliability of its claims, its influence on values and priorities and its relation to social responsibility. In this paper it is argued that if educators are to respond to the challenges of these new curriculum demands, they need to have developed meaningful understandings of interpretations of the nature of science and have insight into the effect their own beliefshave on their interpretation of curricula and the way in which they go about teaching science.
Science academics' perceptions of qualityand the practice of quality promotion andquality assurance procedures in highereducation : a case studyAuthor K.J. MammenSource: The Journal of Independent Teaching and Learning 1, pp 20 –33 (2006)More Less
This paper investigates, through a case study, a forgotten aspect in quality in higher education, viz. the perception of academics. From this perspective, it explores general quality promotion (QP), quality assurance (QA), quality control (QC) and quality management (QM) strategies at the institutional level of a Historically Disadvantaged University (HDU), its Faculty of Science, four of its departments as well as individual academics. The study found that only 50% of the academics had some conception of quality higher education as described in the literature. The overall conclusion was that university-, Faculty- and department-wide QA systems and self-assessments did not exist. No formal QA or QC mechanisms and related strategies were in place at the institution, its Faculty of Science or the four investigated departments. Furthermore, the academics interviewed rarely practised formal QA, QP, QC and QM procedures.
Author Tuntufye S. MwamwendaSource: The Journal of Independent Teaching and Learning 1, pp 34 –44 (2006)More Less
This study explores the extent to which academic integrity is upheld in the academic endeavours of South African and American university students. The study further examines the degree of difference in the extent academic integrity between the two sets of sample was maintained. The prevalence of academic integrity was determined on the basis of the extent participants admitted to having engaged in plagiarism and academic misconduct in its various manifestations. The findings of the present study clearly confirm that indeed academic dishonesty is widely practised by both South African and American university students. The extent to which this held true varied from one item to another of the sixteen questionnaire statementswith the highest score being in items related to plagiarism. Overall, 12% South Africans and 14% Americans engaged in academic dishonesty. The rate at which academic dishonesty was reported was very low compared to what has been reported in other studies not only in the US, but also in other countries. As low as it may be, it is serious enough to call for attention in the form of bringing it under control so that the highest academic integrity is assured.
Author Michael GlencrossSource: The Journal of Independent Teaching and Learning 1, pp 45 –54 (2006)More Less
In accordance with recent government initiatives, higher education institutions in South Africa are being challenged to develop and implement new and innovative learning programmes. In terms of offering quality service to students, a specific goal is to employ quality teaching and learning practices. In addition, actively encouraging students to develop 'learning to learn' skills is believed to go some way towards providing a good foundation for lifelong learning. This paper others an overview of the main issues related to the assessment of students' preferred learning styles. The results of a pilot study that examined the preferredlearning styles of a group of business students are also presented and their implications discussed.
Developing creativity and meaningful education in Creative Process at tertiary level : practioners' cornerAuthor Janet BergerSource: The Journal of Independent Teaching and Learning 1, pp 55 –61 (2006)More Less
Many misconceptions and assumptions exist about creativity; our ability to create, maintain and feed our creativity, and to formulate good ideas. This paper investigates the development of creativity and Creative Process at tertiary level. It provides some practices, techniques and models for developing creativity. The text is illustrated with examples of creative process work collected from tertiary students at Vega The Brand Communications School, in Sandton, Johannesburg, over a period of five years. Some practices of teaching Creative Process and critical thinking are discussed.