South African Journal of Higher Education - latest Issue
Volumes & issues
Volume 30, Issue 4, 2016
Author C. SoudienSource: South African Journal of Higher Education 30, pp 1 –4 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-681More Less
Central to the student protests in 2015 was the question of the curriculum. The cry went out in many tense stand-offs around the country for the immediate decolonisation of the curriculum. The RhodesMustFall movement at the University of Cape Town demanded that the University should 'Implement a curriculum which critically centres Africa and the subaltern ... through addressing not only content but languages and methodologies of education and learning ...' (RhodesMust Fall 2015, 6). There is, the point needs emphasizing, much that should be said and written about with respect to what the curriculum in the South African university looks like in its full complexity and diversity, what interventions, changes, reforms and revisions have taken place over the last thirty years and, powerfully, how it is mediated and experienced.
Inclusion of HIV education into a third-year communication course for students of Engineering and the Built EnvironmentSource: South African Journal of Higher Education 30, pp 5 –19 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-673More Less
University graduates enter the workplace having immediate influence and, frequently, progress rapidly to managerial positions. The knowledge-sharing space a university allows can go beyond set curricula to ensure these graduates acquire information on and develop appropriate attitudes to health and social problems into the workplace. Five streams of engineers and construction students were asked to volunteer for a six-month pilot study as part of their Professional Communication Studies course. The study was aligned with the aims of the National Strategic Plan for HIV, STIs and TB (2012-2016) which addresses the structural, social, economic and behavioural factors driving the HIV and TB epidemics. The study sample consisted of 41 students, out of a group of 56, who voluntarily attended a weekend workshop and presented their research on the topic of HIV. Results indicated that while the majority of students were knowledgeable about the infection, transmission and treatment options, there was incorrect knowledge concerning other issues such as stigma and workplace discrimination. Conclusions described the experience as positive and reported that the debates in the focus groups on social and public issues were valued. The group's recommendation was that this theme and the assignment should be included in the core course and not be a voluntary additional item.
Source: South African Journal of Higher Education 30, pp 20 –36 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-682More Less
Health professionals need to have a multi-layered, nuanced understanding of HIV to become aware of the complexity of HIV and how it interacts with all aspects of life, ultimately affecting health and wellbeing. In this article, we critically reflect how we, as Health Sciences lecturers, took on the challenge to integrate HIV education into a multi-disciplinary module presented to second-year health science students. These strategies included: (1) digital recordings on HIV and stigma, (2) HIV as 'a vehicle' to understand health-related concepts, and (3) a transdisciplinary health promotion project. We adopted a participatory, engaging pedagogy where students were encouraged to interact through critical discussion to develop critical thinking skills around their own attitudes regarding HIV and the impact on their professional practice. Through critically reflecting on their intersectionality of HIV with many aspects of health and wellbeing, we aimed to deepen students' understanding of HIV and the effect it has on the lives of their future patients.
'It opened my eyes to the problem of stigma on campus' : training art students to be HIV stigma commentatorsSource: South African Journal of Higher Education 30, pp 37 –55 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-678More Less
In an attempt to create an AIDS-competent community at Higher Education Institutions (HEIs), it is critical to connect HIV and AIDS curricula and co-curricular initiatives with communication campaigns that reach students who may not self-select to attend HIV and AIDS workshops. To this end in 2012, UCT ran four communication campaigns with concomitant anti-HIV-stigma peer education workshops for students on campus. This article provides insight into the initial teaching project developed and designed by the Michaelis School of Fine Art and HAICU (HIV/AIDS, Inclusivity and Change Unit) at the University of Cape Town to engage students in understanding the lived reality of HIV positive students on the campus. Initial findings from a focus group with first year fine art students indicate that the project is a great vehicle towards getting students to engage with what would be termed previously studied areas such as HIV. After this project's success the model utilised by the project team has been taken up by other departments at the University and possible further interdisciplinary collaboration for teaching students are being discussed.
Author A. VerhoefSource: South African Journal of Higher Education 30, pp 56 –73 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-675More Less
Higher education students need to understand HIV not only as a disease, but as a social issue that intersects with other critical social and human rights issues in the South African context. To change students' attitude to HIV and AIDS, they need to identity, analyse and critique their worldviews. In this article I explain how this is done through a compulsory 'Understanding the social and cultural world' module within the Faculty of Arts. The aim of this module is to broaden students' worldviews, to help them to be open to diversity, and to be able to gain a deeper and more nuanced view, not only of HIV and AIDS, but also of the intersecting social issues. Using a critical pedagogical approach, I explain how I engage students to interrogate their own worldviews, and offer some evidence of shifts in their thinking towards a more inclusive ontology, necessary to enable them to take their place as leaders in our diverse and complex society.
Scrapbooking as a tool for transdisciplinary professional learning about HIV and Aids curriculum integration in higher educationSource: South African Journal of Higher Education 30, pp 74 –93 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-674More Less
We worked together as a group of four researchers at two different institutions to explore scrapbooking as a tool for professional learning about HIV and AIDS curriculum integration in higher education. Through a scrapbooking activity we individually and collectively made visible experiences and understandings of being HIV and AIDS curriculum integrators that are hard to put into words. We used found poetry as a research practice to gain deeper understanding of HIV and AIDS curriculum integration, while also learning more about how visual and literary arts-based methods can enhance individual and collaborative professional learning. Our scrapbook pages and poem offered a multifaceted, nuanced portrayal of curriculum integration as complex, challenging and rewarding. Through collaborative interactions and sharing of our personal images of HIV and AIDS curriculum integration we were able to extend our professional learning in a supportive and creative manner, which fuelled optimism and agency.
'How did a white girl get Aids?' shifting student perceptions on HIV-stigma and discrimination at a historically white South African universityAuthor A. BrownSource: South African Journal of Higher Education 30, pp 94 –111 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-672More Less
Classroom discussions with predominantly White, middle-class student teachers revealed that they still perceive HIV as a disease which Black, poor and promiscuous people bring on themselves. Unless such beliefs are problematized, they are likely to be perpetuated in their teaching of HIV and sex education in the Life Orientation classroom. To disrupt this thinking, I invited a professional White woman who has lived with HIV for the past 16 years to share her lived experiences. Students constructed drawings and narratives to reflect on their understanding of HIV before and after the guest lecture. These reflections served to disrupt student thinking about HIV. Thematic analysis indicated a shift in response from distancing, blame and rejection towards care, understanding, support and hope. This pedagogical strategy created an opportunity for trainee teachers to begin to think how they could contribute as teachers towards creating a more inclusive citizenry as a riposte to the history of division, discrimination and 'othering' in South Africa.
Building empathy by watching apologies : perceptions of facilitators regarding bystanders and perpetratorsSource: South African Journal of Higher Education 30, pp 112 –125 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-677More Less
A group of Cape Town Holocaust Centre volunteer educators were shown a video of an apology from a representative of bystanders who had lived in Germany in World War II apologising for not stopping a specific act of violence. The research aimed to investigate how individuals (educators or facilitators in this case) may be likely to be more available for increased reflection and understanding. These are conversations that are overdue in South Africa. We caution against apologies being taught as alternatives to reparations and bringing perpetrators to justice or this being taught as if apologies that are perceived as papering over cracks are what is required. Researchers recommend that these kinds of material be used in academic curricula across a range of subjects in the Humanities.
A review of HIV and AIDS curricular responses in the higher education sector : where are we now and what next?Source: South African Journal of Higher Education 30, pp 126 –143 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-679More Less
Curriculum integration of HIV and AIDS in higher education is a strategic priority of the Higher Education AIDS programme (HEAIDS), yet little progress has been made in this area. To address this, HEAIDS is leading a project aimed at capacitating the development of HIV curriculum initiatives. The purpose of this article is to present a critical overview of internationally published work concerning the integration of HIV and AIDS into the curriculum of higher education, to determine what has been done in terms of integration, to assess what has been evaluated as successful, and to determine what lessons we can draw from it to inform the way forward. A total of 106 sources were identified by conducting key word searches in three main search engines; additional references from these and back issues of leading HIV and AIDS education journals were also consulted. We critically discuss the findings to draw conclusions about best practices concerning theoretical underpinnings, pedagogy and curriculum content. We conclude by highlighting some aspects that can help to inform the infusion of HIV and AIDS into the curricula of higher education in South Africa and beyond.
Source: South African Journal of Higher Education 30, pp 144 –155 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-676More Less
While the demand for HIV integration into higher education curriculum remains consistent, common challenges experienced by practitioners identify research gaps, in 'how' one gains access into core curricula and if successful, 'what' content is considered relevant and integral to the discipline. This article offers an HIV curriculum integration conceptual framework that responds to these challenges, and seeks to guide the process of access and integration. Based on the organisational management theory of collaborative engagement (Daft 1999), the authors describe how they adapted Daft's (1999) four stage process and applied it in one faculty's foundation course. The purpose of this article is to generate 'user-orientated research' (Cooper 2011) that invites HIV educators in South African universities to apply the conceptual framework in their curriculum integration practice.
Source: South African Journal of Higher Education 30, pp 156 –170 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-680More Less
This article outlines a case for curriculum transformation in respect of HIV education, spearheaded in part by policy debates in the South African Higher Education sector, as well as by the broader social movement led by students. The authors propose that beyond statistical projections related to HIV prevalence, Higher Education institutions are duty-bound and responsible to implement knowledge projects that include curriculum reform relevant to HIV education as part of ongoing transformation initiatives. The article motivates that one approach to achieving a transformed, socially just and equitable society is through an integrated and pedagogically rigorous HIV education that will endow graduates with sound attributes to embrace the global world. In order to achieve this, the authors propose intersectionality as a conceptual model to rethink and reimagine HIV education that recognises, for example, a number of interrelated factors focusing on difference, critical diversity literacy, sexuality, masculinity and gender. The article illustrates the relevance of intersectionality to close the gap in what would otherwise be a fragmented, insular and exclusive HIV education. The authors show that an intersectional approach to HIV education will stimulate a number of beneficial effects to enhance empathy, compassion and improved human relations.
Lecturers' professional identity : the case of chartered accountants in academia : part 2 - general articlesSource: South African Journal of Higher Education 30, pp 171 –189 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-624More Less
This study surveyed a number of accounting lecturers at a research-intensive South African university to determine their perceptions and preferences regarding their own professional identity. How university lecturers see and experience their own professional identity is important as such views influence the way they teach, participate in professional learning opportunities and attach value to what they do. The findings indicate that professional identity is not a stable construct, that it is related to personal choices and influenced by a number of contextual factors. The participant group of accounting lecturers indicated their professional identity as primarily being professional lecturers rather than professional chartered accountants, but background variables did not seem to play a significant role in their professional identity formation, nor was role conflict identified as being a major factor. The findings imply that if accounting lectures consider themselves as professional university lecturers rather than professional chartered accountants, excelling as academics and educators would contribute towards excellence in the teaching of accounting.
Academic success, language, and the four year degree : a case study of a 2007 cohort : part 2 - general articlesAuthor T.M. McKaySource: South African Journal of Higher Education 30, pp 190 –209 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-570More Less
Tension exists between broadening access to tertiary education and ensuring throughput; as simply enrolling underprepared students into three-year degree programmes can be counterproductive, leading to failure and an increased dropout rate. Thus, correct placement of students and effective teaching interventions are crucial. On this basis, the University of Johannesburg implemented a four year BSc degree. Typical of many extended degree interventions, the first year was offered over a two year period, with an intensive teaching programme designed to reinforce and promote academic literacy skills. This case study tracked a cohort of such students. The class was multi-racial, multi-ethnic and mixed gender. In the main, students had poor school results and weak language abilities. Using the Placement Test in English for Educational Purposes' (PTEEP) test as a pre and post intervention test, demonstrated that the academic intervention improved the academic literacy levels of all the students, but students hailing from poor, disadvantaged schools, who wrote English as a Second Language for matric, benefitted the most. From a gender perspective, black female students gained the most from the intervention. Still, in general, the higher the original (PTEEP) score, the more likely the student was to succeed. Students who attended well-resourced schools and wrote English First Language for matric generally obtained high PTEEP scores. In terms of graduation rates, a four year degree, combined with an intervention such as described here, can increase epistemological access to the Sciences. Importantly, success was nuanced, as there were still drop outs and academic exclusions. Not all were able to graduate within four years and some had to change to other degree programmes.
The benefits of using small supervisor-initiated groups to supervise master's research : part 2 - general articlesSource: South African Journal of Higher Education 30, pp 210 –230 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-613More Less
This article is based on an autoethnographic study I carried out between 2004 and 2015 to explore the benefits of group supervision. I obtained my data from self-observations and self-reflections, documents and artefacts of my supervision practice, observations, and field notes on both the context and the students. I also collected external data from my (mostly master's) students through interactive interviews, informal conversations, e-mail exchanges and recordings of group supervision sessions. Most group supervision practices rely on highly structured faculty-wide implementation systems. My finding was that both student and supervisor benefitted significantly from group supervision even though the implementation was on a supervisor level. The benefits observed were enhanced when the group consisted of a small number of diverse students.
A case study on the language and socio-cultural challenges experienced by international students studying at Cape Peninsula University of Technology : part 2 - general articlesSource: South African Journal of Higher Education 30, pp 231 –255 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-572More Less
South African universities have become institutions of choice for international students, particularly those who hail from other African countries. Apart from presenting a beehive of cultures and languages, this segment of the student population makes an immense contribution in terms of research, teaching and learning. In spite of international students' contributions to scholarship and development at Cape Peninsula University of Technology, their pursuit of academic success is often impeded by an array of challenges which includes Limited English Proficiency (LEP), Limited Language Support (LLS) and Limited Access to Facilities (LAF), all of which may prevent them from gaining access to the academic discourse of their chosen discipline of study. Adopting a mixed methods approach, this study examines international students' experiences in relation to both language and socio-cultural challenges. Findings reveal that, for international students to adapt academically and socially and be in a position to fulfil the requirements of their respective academic programmes, CPUT should provide a socially inclusive teaching and learning environment. In addition, the university should provide adequate and accessible English language support programmes/projects.
Towards a broader understanding of selection of students to train as health care professionals : part 2 - general articlesSource: South African Journal of Higher Education 30, pp 256 –276 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-591More Less
Institutes of Higher Learning (IHL) must train healthcare professionals (HCPs) able to meet priority needs of the population and address health system deficiencies. Concerns about the mismatch between outcome and policy have led many IHL to review their curriculum content and training context. In this article we argue for a broadening of selection criteria when choosing students to train as HCPs. A narrative inquiry drawing on life-history interviews and art-based methods was used to generate data on lived lives as told and experienced by six rural-origin HCPs. Analysis of two narrative vignettes framed as dilemmatic spaces show how personal beliefs and practices inform perspectives that HCPs adopted in their learning and development at IHL, and the transformational practices they enacted. How competing forces were negotiated and positions were taken in committing to become HCPs with the capacity to lead transformation is described. Introducing and using dilemmatic spaces analytically enabled deeper understanding of personal beliefs and priorities that informed the choices made, among the many options available, in everyday situations that are important to consider alongside academic potential in the selection of students to train as HCPs who will lead transformation in health care.
Socialising postgraduate students to success in an open and distance learning environment : part 2 - general articlesAuthor S. SchulzeSource: South African Journal of Higher Education 30, pp 277 –291 (2016) http://dx.doi.org/http://dx.doi.org/10.20853/30-4-578More Less
The aim of this study was to understand the socialisation of master's and doctoral students towards success in an open and distance learning (ODL) environment. The investigation focused on identifying the people, processes and artefacts that the students believed most contributed to their success. Six doctoral students who had completed their research within three years and five master's degree students who had obtained their degrees with distinction participated in the research. The data were collected by means of graphic elicitation interviews following on the completion of a relational map to give an indication of the strength of the influence. The sociocultural and the social capital theories were used as a lens to interpret the data. The findings indicated what the participants believed mediated their learning and development, increased their zone of proximal development (ZPD) and enabled them to be successful. The study contributes to the debate on the socialisation of postgraduate students towards success without compromising their autonomy.