Higher Education Pathways

Description

In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.

Informations

• Publié par: African Minds
• Date de parution: 13 décembre 2018
• Nombre de lectures: 1
• EAN13: 9781928331919
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

A FR ICA N H IGH ER E DUCAT ION DY NA M IC S SER IE S VOLU M E 4

HIGHER EDUCATION PATHWAYS

SOUTH AFRICAN UNDERGRADUATE EDUCATION AND THE PUBLIC GOOD

EDITORSPAUL ASHWIN & JENNIFER CASE

Hîger Educatîon Patways Sout Arîcan Undergraduate Educatîon and te Publîc Good

Edîted by Paul Aswîn and Jennîer M. Case

Fîrst publîsed în 208 by Arîcan Mînds 4 Eccleston Place, Somerset West 0, Cape Town, Sout Arîca îno@arîcanmînds.org.za www.arîcanmînds.org.za

208 Arîcan Mînds

hîs work îs lîcensed under a Creatîve Commons Attrîbutîon 4.0 Internatîonal Lîcense.

ISBN: 8--28-0-2 eBook edîtîon: 8--28-- ePub edîtîon: 8--28-2-

ORDERS: Arîcan Mînds 4 Eccleston Place, Somerset West 0, Cape Town, Sout Arîca îno@arîcanmînds.org.za www.arîcanmînds.org.za

For orders rom outsîde Arîca: Arîcan Books Collectîve PO Box 2, Oxord OX EN, UK orders@arîcanbookscollectîve.com

TABLE OF CONTENTS

Acknowledgements

Notes on contributors PARTA: S S ETTING THE CENE Chapter 1Introductîon Paul Aswin and Jennifer M. Case Chapter 2Transormatîon, te state and îger educatîon: Towards a developmental system o îger educatîon în Sout Arîca Rajani Naidoo and Rusil Rancod

Chapter 3

Chapter 4

Subsîdy,tuîtîoneesandtecallengeoinancîngîgereducatîon în Sout Arîca Gerald Wangenge-Ouma and Vincent Carpentier

SoutArîcanîgereducatîon,socîetyandeconomy: Wat do we know about te relatîonsîps? Stepanie Allais

Chapter 5te role o unîversîty graduates în socîety: Understandîng Wîc conceptîon o publîc good? Rosemary Deem and Tristan McCowan PART B: W AYSOF U NDERSTANDING Chapter 6 A multî-dîmensîonal approac to aîr access Melanie Walker

Chapter 7

Chapter 8

vî vîî  

0

2

44



79 8

Internatîonalperspectîvesonequalîtyoîgereducatîonopportunîtîes: Models and strategîes or accessîbîlîty and avaîlabîlîty 5 Vincent Carpentier, Yann Lebeau and Jussi Välimaa

Howîgereducatîonresearcusîngtecapabîlîtyapproac îllumînates possîbîlîtîes or te transormatîon o îndîvîduals and socîety în Sout Arîca Monica McLean

iii

2

H E P IGHER DUCATION ATHWAYS

Chapter 9 he conceptualîsatîon o students’ personal transormatîon troug teîr engagement în Sout Arîcan undergraduate educatîon Paul Aswin and Janja Komljenovic Chapter 10 Understandîng te relatîonsîp between înstîtutîonal cultures and pedagogîcal cange Rebecca Scendel Chapter 11lenses we use to researc student experîences he Amanda Hlengwa, Sioux McKenna and hando Njovane PART C: S ITUATING : W HATWEKNOWABOUT S OUTH A FRICANHIGHEREDUCATION Chapter 12 he rîsîng callenge o unîversîty access or students rom low-încome amîlîes Langutani Maseela Chapter 13A medîa analysîs o students’ voîces on access to #FeesMustFall: unîversîtîes în Sout Arîca Mikateko Matebula and Talita Calitz Chapter 14 Currîculum transormatîon: Lookîng back and plannîng orward Suellen Say and handeka Mkize Chapter 15student experîences troug te lens o academîc staf Understandîng development practîce and researc Serran Clarence Chapter 16 Students’ experîences o unîversîty lîe beyond te currîculum Pilippa Kerr and hierry Luescer Chapter 17 Post-graduatîon trajectorîes o young Sout Arîcans Jennifer M. Case, Delia Marsall and Samuel Fongwa Chapter 18 Explorîng dîferences în Sout Arîcan graduate outcomes Samuel Fongwa, Delia Marsall and Jennifer M. Case Chapter 19 Destînatîon and outcome trends or graduates rom sub-Saaran Arîcan countrîes: Implîcatîons or Sout Arîca Ibraim Oanda and Sipelo Ngcwangu Chapter 20graduates în Sout Arîca and Brazîl: A common good Engîneerîng perspectîve Renato H. L. Pedrosa and Bruce Kloot

iv

25



4

163

5



2

204

2

22

245

20

24

T ABLEOF C ONTENTS

PART D:C ONCLUSION  28 Chapter 21 Wat ave we learned about patways to te publîc good rom Sout Arîcan undergraduate educatîon? 2 Paul Aswin, Vincent Carpentier, Jennifer Case, Delia Marsall, Tristan McCowan, Sioux McKenna, Rajani Naidoo, Rebecca Scendel and Melanie Walker Index 2

v

ACKNOWLEDGEMENTS

We would lîke to acknowledge te support tat was provîded by te Economîc Socîal Researc Councîl (ESRC), UK, and Natîonal Researc Foundatîon (NRF), Sout Arîca, wo unded te Newton Fund collaboratîve project ‘Patways to Personal and Publîc Good: Understandîng access to, student experîences o, and outcomes rom Sout Arîcan undergraduate îger educatîon’ (ESRC project reerence: ES/N0084/; NRF project reerence: UID 85). Te capters în tîs book were wrîtten as part o te collaboratîve work o tîs project. We would also lîke to acknowledge te excellent admînîstratîve support tat was provîded to te project by Dee Daglîs at Lancaster Unîversîty and Carol Carr at te Unîversîty o Cape Town. Tîs project was part o te Centre or Global Hîger Educatîon (CGHE) (www.researccge.org) and we would also lîke to tank Sîmon Margînson, te Dîrector o CGHE, and Anna Pîllîps, CGHE’s Communîcatîons and Dîgîtal Engagement Oîcer, or teîr support or tîs project.

vi

NOTES ON CONTRIBUTORS

S TEPHANIE  A LLAIS te SARCHI Researc Caîr or Skîlls Development, and Proessor o îs Educatîon at te Centre or Researcîng Educatîon and Labour at te Scool o Educatîon, Unîversîty o te Wîtwatersrand, Sout Arîca.

P AUL A SHWIN îs Proessor o Hîger Educatîon în te Department o Educatîonal Researc, Lancaster Unîversîty, UK.

T ALITA C ALITZ îs Lecturer în te Department o Educatîon Management and Polîcy Studîes, Unîversîty o Pretorîa, Sout Arîca.

V INCENT  C ARPENTIER  îs Reader în te Hîstory o Educatîon at te UCL Instîtute o Educatîon, UK.

J ENNIFER C M. ASE Department Head and Proessor în te Department o Engîneerîng îs Educatîon at Vîrgînîa Tec, USA and Honorary Proessor at te Unîversîty o Cape Town.

S HERRAN C LARENCE îs an Honorary Researc Assocîate în te Centre or Postgraduate Studîes at Rodes Unîversîty, Graamstown.

R OSEMARY D EEM îs Vîce-Prîncîpal (Educatîon) and Proessor o Hîger Educatîon Management, Royal Holloway, Unîversîty o London, UK.

S AMUEL F ONGWA îs Post-Doctoral Fellow at te Human Scîences Researc Councîl, Sout Arîca.

A MANDA H LENGWA îs Senîor Lecturer and New Generatîon o Academîcs Programme Manager, Rodes Unîversîty, Sout Arîca.

P HILIPPA  K ERR  îs Post-Doctoral Researcer în te SARCHI Hîger Educatîon and Human Development Researc Programme, Unîversîty o te Free State, Sout Arîca.

vii

H E P IGHER DUCATION ATHWAYS

B RUCE  K LOOT  îs Academîc Development Lecturer în te Department o Mecanîcal Engîneerîng, Unîversîty o Cape Town, Sout Arîca.

J ANJA  K OMLJENOVIC  îs Lecturer în Hîger Educatîon în te Department o Educatîonal Researc, Lancaster Unîversîty, UK.

Y ANN L EBEAU îs Senîor Lecturer în te Scool o Educatîon and Lîelong Learnîng , Unîversîty o East Anglîa, UK.

T HIERRY L UESCHER îs Researc Dîrector în te Educatîon and Skîlls Development Department, Human Scîences Researc Councîl, Sout Arîca.

D ELIA M ARSHALL îs Proessor în te Department o Pysîcs at te Unîversîty o te Western Cape, Sout Arîca.

L ANGUTANI M ASEHELA îs Senîor Educatîonal Development practîtîoner and Head o Academîc Development Unît at te Unîversîty o Venda, Sout Arîca.

M IKATEKO M ATHEBULA  îs Senîor Researcer în te SARCHI Hîger Educatîon and Human Development Researc Programme, Unîversîty o te Free State, Sout Arîca.

T RISTAN M C C OWAN îs Proessor o Internatîonal Educatîon at te UCL Instîtute o Educatîon, UK.

S IOUX  M C K ENNA  îs Proessor în te Centre or Hîger Educatîon Researc, Teacîng and Learnîng and Dîrector o Postgraduate Studîes at Rodes Unîversîty, Sout Arîca.

M ONICA  M C L EAN Proessor o Educatîon în te Scool o Educatîon, Unîversîty o îs Nottîngam, UK.

T HANDEKA M KHIZE îs based în te Qualîty Assurance Unît o Sur Unîversîty College, Sultanate o Oman.

R AJANI N AIDOO îs Proessor o Hîger Educatîon Management în te Scool o Management at te Unîversîty o Bat, UK.

S IPHELO  N GCWANGU  îs Senîor Lecturer în te Department o Socîology, Unîversîty o Joannesburg, Sout Arîca.

viii

N OTESC ON ONTRIBUTORS

T HANDO N JOVANE îs a PD candîdate în te Department o Lîterary Studîes în Englîs, Rodes Unîversîty, Sout Arîca.

I BRAHIM O ANDA îs Senîor Program Oîcer and Head o te Traînîng, Grants and Fellowsîps Program at te Councîl or te Development o Socîal Scîence Researc în Arîca, Dakar, Senegal.

R ENATO  H. L. P EDROSA Proessor în te Department o Scîence and Tecnology Polîcy, îs Instîtute o Geoscîences, Unîversîty o Campînas, Brazîl.

R USHIL R ANCHOD îs Fellow în Internatîonal Development, Unîversîty o Bat, UK.

R EBECCA  S CHENDEL Lecturer în Educatîon and Internatîonal Development at te îs UCL Instîtute o Educatîon, UK.

S UELLEN  S HAY  îs Assocîate Proessor în te Centre or Hîger Educatîon Development, Unîversîty o Cape Town, Sout Arîca.

J USSI V ÄLIMAA , îs Dîrector o te Fînnîs Instîtute or Educatîonal Researc and Proessor în Educatîonal Studîes, Unîversîty o Jyväskylä, Fînland.

M ELANIE  W ALKER Sout Arîcan Researc Caîr în Hîger Educatîon and Human îs Development, Unîversîty o te Free State, Sout Arîca.

G ERALD  W ANGENGE O UMA  îs Dîrector o Instîtutîonal Plannîng, Unîversîty o Pretorîa, Sout Arîca.

ix