Higher education studies as a field of research
- Authors: McKenna, Sioux
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187405 , vital:44631 , xlink:href="https://hdl.handle.net/10520/EJC161436"
- Description: The field of Higher Education Studies is a rapidly growing one in South Africa and abroad but there has been little systematic review of the form this growth is taking. This article presents a case study of higher education research by considering a newly formed Higher Education Studies doctoral programme. The programme comprises 29 PhD scholars in 2014, all engaged in research on some aspect of higher education. The description of the PhD programme, the PhD scholars and what their research topics are, reveals a picture of the broad range of concerns within the field of Higher Education Studies and suggests that the field is a region, in Bernstein's terms. This means that it draws on multiple disciplines and looks both to the values and structures of those disciplines and to the professional world of work. It is argued that the strengthening of the epistemological base of Higher Education Studies is necessary for higher education research to move forwards with enhanced relational and positional autonomy.
- Full Text:
- Date Issued: 2014
- Authors: McKenna, Sioux
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187405 , vital:44631 , xlink:href="https://hdl.handle.net/10520/EJC161436"
- Description: The field of Higher Education Studies is a rapidly growing one in South Africa and abroad but there has been little systematic review of the form this growth is taking. This article presents a case study of higher education research by considering a newly formed Higher Education Studies doctoral programme. The programme comprises 29 PhD scholars in 2014, all engaged in research on some aspect of higher education. The description of the PhD programme, the PhD scholars and what their research topics are, reveals a picture of the broad range of concerns within the field of Higher Education Studies and suggests that the field is a region, in Bernstein's terms. This means that it draws on multiple disciplines and looks both to the values and structures of those disciplines and to the professional world of work. It is argued that the strengthening of the epistemological base of Higher Education Studies is necessary for higher education research to move forwards with enhanced relational and positional autonomy.
- Full Text:
- Date Issued: 2014
Applying a student curriculum discourse in higher education teaching and learning
- Mndzebele, Samuel, McKenna, Sioux
- Authors: Mndzebele, Samuel , McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187417 , vital:44633 , xlink:href="https://doi.org/10.1080/18146627.2013.786210"
- Description: Indications of poor quality in students’ written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students’ ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a “Student-Curriculum-Discourse” self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners’ performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
- Full Text:
- Date Issued: 2013
- Authors: Mndzebele, Samuel , McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187417 , vital:44633 , xlink:href="https://doi.org/10.1080/18146627.2013.786210"
- Description: Indications of poor quality in students’ written work necessitated the need for deeper investigations aimed at designing and applying appropriate teaching/learning and assessment innovations in the course curriculum. The project-exercise engaged a conceptual-explorative approach through: reviews/investigations; educational diagnosis; design/application of innovations and evaluation processes. In addition to other challenges, diagnosed problems included: students’ ignorance on key curriculum components; imbalance in teaching/learning and assessment tasks engaging all 3-learning domains; less intensiveness of the e-learning mode; and superficial formative feedback. Included a “Student-Curriculum-Discourse” self-tutorial guide, and tasks alignment of the teaching/learning and assessment. Learners’ performance can be improved through a curriculum-discourse self-tutorial exercise, complemented with: intellectual, social, experiential, and emotional structures. Both educators and learners share specific responsibilities in the teaching/learning environment. There is need to expand/probe the theoretical dimension within which the on-line distance education occurs.
- Full Text:
- Date Issued: 2013
The Dangers of Student-Centered Learning-A Caution about Blind Spots in the Scholarship of Teaching and Learning
- Authors: McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187362 , vital:44624 , xlink:href="https://doi.org/10.20429/ijsotl.2013.070206"
- Description: Student-centered learning is an increasingly popular approach that shifts the focus from the teacher to the student. The approach argues that we need to have a clear understanding of who our students are and what their needs are in order for us to provide quality education. This paper applauds the focus on the student but raises two concerns about absences in this approach. Firstly, student-centered approaches rarely consider the actual knowledge being taught and learnt. There is little consideration of how the disciplinary knowledge is constructed and what norms and values underpin such constructions. Secondly, student-centered approaches are often undertaken within the dominant autonomous discourse where student success or failure is seen to result from characteristics inherent in the student. She is understood as an individual rather than as a member of a larger social group and there is equally little acknowledgement of the socially constructed nature of universities and the practices within them.
- Full Text:
- Date Issued: 2013
- Authors: McKenna, Sioux
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187362 , vital:44624 , xlink:href="https://doi.org/10.20429/ijsotl.2013.070206"
- Description: Student-centered learning is an increasingly popular approach that shifts the focus from the teacher to the student. The approach argues that we need to have a clear understanding of who our students are and what their needs are in order for us to provide quality education. This paper applauds the focus on the student but raises two concerns about absences in this approach. Firstly, student-centered approaches rarely consider the actual knowledge being taught and learnt. There is little consideration of how the disciplinary knowledge is constructed and what norms and values underpin such constructions. Secondly, student-centered approaches are often undertaken within the dominant autonomous discourse where student success or failure is seen to result from characteristics inherent in the student. She is understood as an individual rather than as a member of a larger social group and there is equally little acknowledgement of the socially constructed nature of universities and the practices within them.
- Full Text:
- Date Issued: 2013
Lost in translation: Transformation in the first round of institutional audits
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187384 , vital:44627 , xlink:href="https://hdl.handle.net/10520/EJC132752"
- Description: The South African higher education institutional audit process was introduced alongside similar endeavors internationally. However, despite many similarities, each country foregrounds different concerns within their higher education quality processes. In their seminal article, Harvey and Green suggest five possible notions of quality, one of which is quality as transformation, and in South Africa the message has been clearly stated: notions of quality are intricately related to transformation. Local research has however suggested that the notion of 'transformation' as quality takes on particular nuances within the country’s context. In the two institutional case studies presented here, the 'quality as transformation' discourse appears to have been largely lost in translation. In one university transformation was not called upon to construct notions of quality; quality was primarily constructed by a discourse of excellence. In the other institution, the transformation aspects of quality seem to have been interpreted in a particularly reductionist way as relating solely to racial demographics. In both cases, this article argues that the 'quality as transformation' discourse prevalent in the audit documentation in the South African context was lost somewhere between the intentions embodied in national documents and the processes embarked upon by institutions.
- Full Text:
- Date Issued: 2012
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187384 , vital:44627 , xlink:href="https://hdl.handle.net/10520/EJC132752"
- Description: The South African higher education institutional audit process was introduced alongside similar endeavors internationally. However, despite many similarities, each country foregrounds different concerns within their higher education quality processes. In their seminal article, Harvey and Green suggest five possible notions of quality, one of which is quality as transformation, and in South Africa the message has been clearly stated: notions of quality are intricately related to transformation. Local research has however suggested that the notion of 'transformation' as quality takes on particular nuances within the country’s context. In the two institutional case studies presented here, the 'quality as transformation' discourse appears to have been largely lost in translation. In one university transformation was not called upon to construct notions of quality; quality was primarily constructed by a discourse of excellence. In the other institution, the transformation aspects of quality seem to have been interpreted in a particularly reductionist way as relating solely to racial demographics. In both cases, this article argues that the 'quality as transformation' discourse prevalent in the audit documentation in the South African context was lost somewhere between the intentions embodied in national documents and the processes embarked upon by institutions.
- Full Text:
- Date Issued: 2012
Students’ navigation of the uncharted territories of academic writing
- Bharuthram, Sharita, McKenna, Sioux
- Authors: Bharuthram, Sharita , McKenna, Sioux
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187373 , vital:44626 , xlink:href="https://doi.org/10.1080/18146627.2012.742651"
- Description: Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme’s expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing.
- Full Text:
- Date Issued: 2012
- Authors: Bharuthram, Sharita , McKenna, Sioux
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187373 , vital:44626 , xlink:href="https://doi.org/10.1080/18146627.2012.742651"
- Description: Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme’s expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing.
- Full Text:
- Date Issued: 2012
'I won't be squeezed into someone else's frame': Stories of supervisor selection
- Harrison, Liz, McKenna, Sioux, Searle, Ruth
- Authors: Harrison, Liz , McKenna, Sioux , Searle, Ruth
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187395 , vital:44629 , xlink:href="https://hdl.handle.net/10520/EJC15100"
- Description: Using a collection of stories from a group of women who belong to a PhD support group, this article tracks the issue of choosing a supervisor. These women are all academics and therefore had some claim to an "insider" status but as novice researchers they were also "outsiders". Their discussions around how and why they chose their supervisors highlight issues often underplayed or ignored in textbooks on postgraduate supervision. In particular, this article examines issues of knowledge, embodied subjectivity and power by following three questions that arise from the data : whose knowing is important; who should I be, and whose PhD is it?
- Full Text:
- Date Issued: 2010
- Authors: Harrison, Liz , McKenna, Sioux , Searle, Ruth
- Date: 2010
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187395 , vital:44629 , xlink:href="https://hdl.handle.net/10520/EJC15100"
- Description: Using a collection of stories from a group of women who belong to a PhD support group, this article tracks the issue of choosing a supervisor. These women are all academics and therefore had some claim to an "insider" status but as novice researchers they were also "outsiders". Their discussions around how and why they chose their supervisors highlight issues often underplayed or ignored in textbooks on postgraduate supervision. In particular, this article examines issues of knowledge, embodied subjectivity and power by following three questions that arise from the data : whose knowing is important; who should I be, and whose PhD is it?
- Full Text:
- Date Issued: 2010