South African Journal of Higher Education - latest Issue
Volumes & issues
Volume 30, Issue 5, 2016
Source: South African Journal of Higher Education 30, pp 1 –10 (2016) http://dx.doi.org/10.20853/30-5-703More Less
In this article, we argue that democratic engagement as a form of human action can be enhanced if enacted through disclosure. Firstly, we expand on the notion of democratic engagement whereby human action is enacted through democratic iterations, mutual respect and humanness. Secondly, we argue that practising humanness, such as when one learns from others, can most appropriately be enacted when one becomes reflectively open to the new, and reflectively loyal to the known. Thirdly, because of the latter point, we draw on Giorgio Agamben’s (2011) notion of denudation whereby it is argued that forms of human engagement can become substantively democratic if enacted through an unconcealed disclosedness, in other words, an unveiling of the self in which visibility and presence (nudity) hold sway. Inasmuch as others open themselves up to one, so one ought to disclose oneself to others in order for the encounter to remain democratic. And, when such a form of democratic engagement assumes a form of denudation, the possibility is always there that human action will be enacted through an unveiling of the self, which is infinitely free of secret. Hopefully then, democratic engagement will be more unconstrained and unrestricted by that which might be otherwise contained.
A collaborative higher education initiative for leadership development : lessons for knowledge sharingSource: South African Journal of Higher Education 30, pp 11 –27 (2016) http://dx.doi.org/10.20853/30-5-617More Less
The higher education sector needs to prepare youth for the fast changing innovative focused economy. Visionary leadership is needed to facilitate this knowledge transfer for novelty creation. A collaborative initiative could facilitate leadership development and foster knowledge sharing in this context. The initiative with three stakeholder groups started with an Interactive Qualitative Analysis exercise to identify needs and formulate a collaboration charter to ensure reciprocal benefits. A programme evaluation research design was applied three years after implementation using a logic-model framework. Process evaluation entailed collecting data from 103 questionnaires and 11 semi-structured interviews. Based on interpretation of data according to an integrated framework for sharing knowledge across boundaries, we identified three areas for further development: contextual knowledge, collaborative partnerships and common vision. Working collaboratively across institutional and knowledge boundaries towards a common vision could enhance leadership development and contribute to longer-term transformation and sustainable change in complex environments.
Source: South African Journal of Higher Education 30, pp 28 –47 (2016) http://dx.doi.org/10.20853/30-5-571More Less
This study sought to identify successful leadership roles in campus managers and to better understand how these leadership roles and practices can improve student achievement in Further Education and Training (FET) colleges in South Africa. Improving the quality of FET colleges and student achievement is essential if these colleges are to meet the demands of skilling the youth for employment. The campus manager of an FET college is accountable for the quality of teaching and learning and consequently, student achievement. Using quantitative research, questionnaires were sent to the academic staff of all FET colleges in Mpumalanga. The study identified, using the multiple regression model, the most important predictors in student achievement in the National Certificate Vocational (NCV) examination in FET colleges. The results of the research also identified the leadership roles that are utilized by campus managers of high-achieving college campuses and conversely, also identified those areas that must be improved on for campus managers from poor performing college campuses. Replicating the leadership roles of campus managers of high performing colleges has the potential to impact on improving student achievement in FET colleges in South Africa.
Author B.V. BotmanSource: South African Journal of Higher Education 30, pp 48 –67 (2016) http://dx.doi.org/10.20853/30-5-902More Less
This article discusses the importance of teacher education and why Freire is an appropriate interlocutor. Freire believes that in order to become a teacher one needs to engage in the acts of studying, teaching, learning, knowing, knowledge creation and entertainment. The article describes and analyses policy on restructuring teacher education of the four democratic administrations culminating in policy. An analysis of the Policy on Minimum Requirements for Teacher Education, Qualifications and the corresponding Strategic Planning Framework includes the goals, principles, outputs and outcome, philosophy and pedagogy, as well as participatory structures. The argument is that South African teacher education policy can draw on Freirean education philosophy in order to develop explicit goals, principles, structures, philosophy and pedagogy necessary for transformation in education, in line with the responsibilities placed on teacher education through the National Development Plan.
A path unenvisaged to a destination unintended : a collaborative autoethnographic account of becoming a community of practice in an HEISource: South African Journal of Higher Education 30, pp 68 –83 (2016) http://dx.doi.org/10.20853/30-5-622More Less
In this article we explore how a disparate group of predominately foundation phase teacher educators unintentionally, over a period of time, came together to form a strong community of practice (CoP). Voluntary involvement in a research project positioned this group of lecturers in unaccustomed roles and necessitated that they engage with each other in a variety of ways to meet project outcomes. Relationships developed as people took on different roles and new responsibilities emerged as the group faced challenges. As this is a subjective interrogation of our experiences, a research method such as autoethnography which focuses on the experience and processes of becoming a CoP, rather than the outcomes of the research itself, is appropriate. We outline our understandings of a CoP and show how, through a critical self-reflective process, we were able to strengthen both our teaching and research practices in a Higher Education Institution (HEI). The strengthening occurred, in part, due to the formation and development of this CoP.