scholarly journals The Synergy between the SAAIR Conference Events and South African Higher Education Policy Initiatives during 1994-2015

2016 ◽  
pp. 43-56 ◽  
Author(s):  
Jan Botha
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
South African ◽  
Higher Education Policy ◽  
Policy Initiatives ◽  
African Higher Education ◽  
South African Higher Education

scholarly journals Conceptualising (dis)advantage in South African higher education: A capability approach perspective

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Oliver Gore ◽  
◽  
Melanie Walker ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Policy ◽  
Capability Approach ◽  
Structural Factors ◽  
Related Individual ◽  
Factors Associated ◽  
African Higher Education ◽  
South African Higher Education ◽  
The Capability Approach

Higher education policy in South Africa uses the concept of ‘historically disadvantaged’ to address inequities and inequalities. Disadvantage specifically refers to black students who are marginalised in higher education due to structural factors associated with the apartheid legacy of segregation. In this paper, drawing from the capability approach, the authors argue that (dis)advantage can be better understood in terms of students’ capabilities, functionings, and agency, which go beyond race to address other forms of oppression like class, gender and related individual factors. Students with a wider capability set and agency to convert resources into capabilities and functionings are deemed advantaged in comparison with those who have a narrower capability set and lack agency. Based on theory and empirical findings, this paper offers a complex, multidimensional and nuanced conceptualisation of (dis)advantage to understand practical interventions in higher education. The findings show that foregrounding race in addressing disadvantage is limiting and policy should therefore provide opportunities to all students for them to succeed.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

Covid-19: Interdisciplinary Explorations of Impacts on Higher Education

2021 ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Research And Innovation ◽  
Innovation Activities ◽  
African Higher Education ◽  
Production Knowledge ◽  
South African Higher Education ◽  
The Impact

Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.

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