Dismantling Common Perceptions of Research Proposals Through South African Doctoral Students’ and Supervisors’ Experiences

10.28945/4877 ◽  
2021 ◽  
Vol 16 ◽  
pp. 737-756
Author(s):  
Walters Doh Nubia ◽  
Shan Simmonds
Keyword(s):  
South Africa ◽  
Doctoral Students ◽  
South African ◽  
Knowledge Production ◽  
Doctoral Education ◽  
Quality Attributes ◽  
Research Proposal ◽  
Future Research ◽  
Doctoral Research

Aim/Purpose: There is a significant amount of research on supervision, assessment, and socio-economic benefits in South Africa. However, there have been relatively few attempts to analyse the research proposal phase, which remains a critical part of doctoral education in South African. Background: As part of the broader transformation agenda in South Africa, universities are under pressure to produce vastly more high-level doctoral graduates. The aim is to allow South Africa to build its knowledge base so it can address the socio-economic problems inherited from the apartheid regime. In South Africa, quality in doctoral education is mainly understood and measured in terms of throughput rate. The danger is that greatly increasing the number of doctoral graduates will have a deleterious effect on the quality of the studies done. At present, the general view is that the research proposal phase is an administrative requirement or merely a planning phase in doctoral education. However, the research proposal phase is when doctoral students have their first opportunity to show their capacity for high-level intellectual engagement. This article explores what doctoral students and supervisors regard as necessary for a quality research proposal and how they view this phase of the doctoral journey. Methodology: This qualitative research used phenomenology to capture the lived experiences of participants. There were nineteen (19) participants from three South African universities. Eleven (11) of them were supervisors and eight (8) were doctoral students. Semi-structured interviews generated the data that were used to explore how participants experience and construct their understanding of quality at the research proposal phase. Contribution: The study makes three contributions: (i) it increases our understanding of the research proposal phase of doctoral education, (ii) it provides an alternative understanding of quality attributes: those centred on research learning. At present planning to meet administrative requirements dominates notions of quality; and (iii) it positions the doctoral research proposal at an intersection of different views of knowledge production: mode 1 that favours disciplinary knowledge production, mode 2 that favours cross disciplinary knowledge production and mode 3 that favours quadruple helix innovation systems of knowledge production. Findings: The findings indicate that participants understand quality in terms of planning for research, compliance with administrative requirements, confinement of research ideas within disciplinarity boundaries and the calibre of academic support. These understandings inform the common perceptions of the research proposal phase and its quality attributes. Participants’ narrow understanding of the research proposal phase and its quality attributes have, in turn, supported the view that writing of research proposals is a matter of technical compliance. This has deprived the research proposal phase from harnessing the full potential of research learning. It has also restricted the epistemological imagination of students, as econometrics parameters are being used to measure the production of knowledge. Recommendations for Practitioners: The possibility of enhancing the quality of the doctoral research proposal phase could be increased if those directing doctoral education were more aware (i) that the support programmes should encourage significant doctoral research; (ii) of the importance of having courses that are an integral part of the research proposal phase, which enable candidates to develop the ability to sustain a cohesive, coherent, critical and logical academic argument, and (iii) of the necessity for interdisciplinary research at the level of doctoral education. Recommendation for Researchers: Researchers from diverse social and cultural contexts need to improve the quality of their research proposals through engaging in research learning. This would require deeper understandings of social and cultural diversity of the context from which the research proposal phase is being experienced. This requires further research on understanding how students negotiate the transition from different social learning contexts into doctoral education. Impact on Society: Implementation of the recommendations would help to establish a robust standard of doctoral education, which could enhance the personal, professional, social, and economic growth of South African society. Future Research: Future research should explore different approaches to support services to identify the kind of support services that would enable doctoral students to engage in quality interdisciplinary research.

scholarly journals Higher Degree Committee Members’ Perceptions of Quality Assurance of Doctoral Education: A South African Perspective

10.28945/3586 ◽  
2016 ◽  
Vol 11 ◽  
pp. 341-365
Author(s):  
Petro Du Preez ◽  
Shan Simmonds
Keyword(s):  
Quality Assurance ◽  
South African ◽  
Knowledge Production ◽  
Doctoral Education ◽  
Decision Makers ◽  
Future Research ◽  
Production Environment ◽  
Key Policy ◽  
African Perspective ◽  
Mode 3

In South Africa four key policy discourses underpin doctoral education: growth, capacity, efficiency, and quality discourses. This article contributes to the discourse on quality by engaging with quality assurance from the perspective of the decision makers and implementers of macro policy (national), meso (institutional), and micro (faculty/departmental) levels. We explore the perceptions that members of higher degree committees in the field of Education have of the quality assurance of doctoral education. Our data are drawn from a national survey questionnaire completed by these respondents at all public South African institutions that offer a doctorate in Education. The insights gained reside within four categories: positionality, policy, programmes, and people (stakeholders). Thereafter, we problematised the main results using academic freedom in a mode 3 knowledge production environment as a lens, which revealed thought provoking directions for future research about doctoral education.

scholarly journals The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4463 ◽  
2019 ◽  
Vol 14 ◽  
pp. 783-801
Author(s):  
Pamela Felder
Keyword(s):  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
The United States ◽  
Student Experiences ◽  
Future Research ◽  
Philosophical Approach ◽  
Doctoral Experience

Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practice. Background: Decades of reporting provide evidence of statistical portraits on degree at-tainment. Yet, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: The philosophical approach for this conceptual paper embraces the Sankofa tradition as a process of going back to previous trends in literature on doctoral degree completion to identify opportunities for interrogation and reinterpretation of the doctoral experience. A dimensional framework of diversity and critical race theory, CRT, guides interpretation of racial and cultural perspectives focused on exclusion, structural diversity, and the psychological/behavioral experiences related to doctoral degree completion in the United States and South Africa. A purposeful sampling strategy is used to identify of literature sources where these dimensions are identified. Contribution: A major contribution of this work is the use of a dimensional diversity framework in doctoral education in both the US and South Africa. Findings: Interpretation of previous studies reveal critical insight for understanding the racial and cultural aspects of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students, awareness of the different reporting strategies of data, implementation of cultural philosophies to broaden the focus on how to understand student experiences, and an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural approaches in the development and implementation of practical strategies for supporting historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural ap-proaches in the development of scholarship supporting historically marginal-ized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications regarding their contributions. Future Research: Future research should consider the application of cultural philosophical ap-proaches when examining the historically marginalized doctoral experience within global, national, and local contexts.

scholarly journals A Woman’s Place: Women of Colour Navigating Doctoral Education in South Africa (pp. 15-35)

2014 ◽  
Vol 16 (2) ◽  
Author(s):  
Cyndy R. Snyder
Keyword(s):  
South Africa ◽  
Doctoral Students ◽  
South African ◽  
Gender Stereotypes ◽  
Doctoral Education ◽  
Qualitative Interviews ◽  
Multiple Roles ◽  
Font Size ◽  
Race And Gender ◽  
And Gender

<span class="Abstract"><span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The purpose of this study was to investigate the experiences of women of colour in South African doctoral education programmes. Through qualitative interviews with African, Indian, and Coloured female doctoral students, this study illuminates the challenges women of colour doctoral students face in progressing through doctoral education in South Africa, and the supports they utilize to help them persist and complete doctoral degrees. Findings are organized around four themes: (1) challenging race and gender stereotypes and expectations; (2) balancing multiple roles; (3) managing financial concerns and access to resources; and (4) finding support and encouragement. This study holds implications for how institutions of higher education can help support female students of colour in navigating their programmes.</span></span><!--EndFragment-->

scholarly journals Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4210 ◽  
2019 ◽  
Keyword(s):  
Higher Education ◽  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Cultural Frameworks ◽  
Higher Education Internationalization ◽  
Doctoral Experience

[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.

Key quality attributes of design documentation: South African perspective

2019 ◽  
Vol 17 (2) ◽  
pp. 362-382
Author(s):  
Emmanuel Akampurira ◽  
Abimbola Windapo
Keyword(s):  
South Africa ◽  
South African ◽  
Construction Projects ◽  
Quality Attributes ◽  
Poor Quality ◽  
Valuable Insight ◽  
Content Type ◽  
Design Documentation ◽  
Design Documents

PurposeThe poor quality of design documentation has been identified as a significant contributor to delays, rework and cost overruns on construction projects in South Africa. Despite this, limited research has been undertaken to specifically investigate the quality of design documentation. This in turn hampers efforts aimed at improving the quality of the design documents. The aim of this study is to identify the key quality attributes of design documentation and determine the extent to which the design documents issued on South African construction projects are perceived to incorporate the quality attributes.Design/methodology/approachA survey questionnaire was distributed among civil engineering design consultants and contractors in the South African construction industry. Responses to a total of 120 completed questionnaires were statistically analysed. The relative importance and extent of incorporation of the quality attributes was determined based on the mean scores.FindingsIt emerged from the study that the two key quality attributes of design documentation were legibility and coordinated design documentation. Attributes with the least importance were relevancy and certainty. Regarding the incorporation of the quality attributes, the design documents were rated highly with respect to their legibility and clarity. The quality of the documentation was deemed inadequate in terms of accuracy and certainty.Practical implicationsThe findings provide valuable insight to stakeholders involved in developing initiatives aimed at improving the quality of design documentation and as a result construction project performance.Originality/valueThe study provides empirical evidence and extends the literature on design documentation quality especially from the perspective of South Africa, a developing country.

As the Postcolonial Moment Deepens: A Response to Green, Sonn, and Matsebula

2007 ◽  
Vol 37 (3) ◽  
pp. 420-424 ◽  
Author(s):  
Melissa Steyn
Keyword(s):  
South Africa ◽  
South African ◽  
State Power ◽  
World Order ◽  
Whiteness Studies ◽  
South Africans ◽  
Racial Privilege

Green, Sonn, and Matsebula's (2007) article is useful in helping to establish and develop whiteness studies in South African academia, and thus to shift the academic gaze from the margins to the centre. The article is published in the wake of three waves of international whiteness studies, which successively described whiteness as a space of taken-for-granted privilege; a series of historically different but related spaces; and, finally, as part of the global, postcolonial world order. Green, Sonn, and Matsebula's (2007) contribution could be extended by more fully capturing the dissimilarity in the texture of the experience of whiteness in Australia and South Africa. In South Africa whiteness has never had the quality of invisibility that is implied in the ‘standard’ whiteness literature, and in post-apartheid South Africa white South Africans cannot assume the same privileges, with such ease, when state power is overtly committed to breaking down racial privilege.

Gendered Lending Practices: Enabling South African Women Entrepreneurs to Access Start-Up Capital

2014 ◽  
Vol 22 (03) ◽  
pp. 313-330 ◽  
Author(s):  
Evelyn Derera ◽  
Pepukayi Chitakunye ◽  
Charles O'Neill ◽  
Amandeep Tarkhar-Lail
Keyword(s):  
South Africa ◽  
South African ◽  
Women Entrepreneurs ◽  
Financial Institution ◽  
African Women ◽  
Future Research ◽  
Snowball Sampling ◽  
Start Up ◽  
South African Women ◽  
Depth Interviews

This study explores gendered lending and marketing practices of start-up capital to women entrepreneurs in South Africa. A multi-method research design, comprising of 6 in-depth interviews with experts, and a survey of 50 women entrepreneurs was adopted using convenience and snowball sampling techniques, respectively. The findings revealed that women entrepreneurs are experiencing gendered discriminatory practices embedded in lending practices used by financial institutions, thereby discouraging them to venture into non-traditional industries. Whilst financial providers may know their products well, many emerging women entrepreneurs in South Africa may find it difficult and costly to obtain information on the thousands of financial products available. Hence, women entrepreneurs resort to taking greater risks than necessary in order to get their businesses off the ground. Educating women on financial matters is extremely important if South Africa is to benefit fully from the untapped entrepreneurial talent that women possess. The study adds voice to the discriminatory lending practices faced by women entrepreneurs in developing countries. Future research could explore the feasibility of establishing a financial institution which caters specifically for the needs of women.

scholarly journals To report or not to report

2013 ◽  
Vol 16 (1) ◽  
pp. 13-25 ◽  
Author(s):  
Warren Maroun ◽  
Harvey Wainer
Keyword(s):  
South Africa ◽  
Corporate Governance ◽  
South African ◽  
Regulatory Reform ◽  
External Audit ◽  
Whistle Blowing ◽  
Definition Of ◽  
Governance Processes

Whistle-blowing can play an important role in enhancing the effectiveness of corporate governance processes. In particular, legislation mandating that auditors blow the whistle on their clients’ transgressions can assist in overcoming agency-related costs and improve confidence in external audit. This is, however, only the case if regulatory reform enjoys cohesion. The Companies Act No. 71 of 2008, by introducing a definition of ‘reportable irregularities’ different from that in the Auditing Profession Act No. 26 of 2005 (APA); excluding ‘independent reviews’ from the scope of APA; and effectively exempting the majority of South African companies from the requirement either to be audited or reviewed, may materially undermine whistle-blowing by auditors in South Africa. In turn, this begs the question: for how long will South Africa rank first globally for the quality of its auditing practices? 

scholarly journals South Africa's Debut into Broadcasting Criminal Trials – The Legal Arguments in Televising the Oscar Pistorius Trail

2017 ◽  
Vol 20 ◽  
pp. 1-21 ◽  
Author(s):  
Alison Amanda James
Keyword(s):  
South Africa ◽  
South African ◽  
Criminal Trial ◽  
Future Research ◽  
Criminal Trials ◽  
The Public ◽  
The Media ◽  
Controversial Topic ◽  
Live Broadcast ◽  
Legal Arguments

The televising and/or any other form of broadcasting of judicial hearings and of criminal trials in particular is a controversial topic that has not only provoked debate and been argued about by academics, the media and the public for years, but continues to be argued about with few signs of abatement. Until recently South Africa had largely escaped becoming embroiled in this provocative topic, as the live broadcasting of criminal trials from South African courtrooms did not occur. The situation has changed, though, following the recent live televising of a full criminal trial – namely, the trial of South African Para-Olympic champion Oscar Pistorius. Given that this trial signalled South Africa's debut into the world of the live televising of criminal trial proceedings, the question is asked why exactly South Africa ventured into this contentious legal territory.It must be emphasised that the intention of this contribution is solely to explore the court's consideration of the constitutional mandates and rights that were contained in both the application and the opposing arguments pertaining to the live broadcast the trial of Oscar Pistorius. This note will not attempt to examine or even approach the far greater question of whether criminal trials should be televised or not, a topic better left to future research.      

A generic investigation process for South African commercial forensic practitioners

2020 ◽  
Vol 27 (2) ◽  
pp. 587-600 ◽  
Author(s):  
Jacobus Gerhardus J. Nortje ◽  
Daniel P. Bredenkamp
Keyword(s):  
South Africa ◽  
Best Practices ◽  
South African ◽  
Governance Structure ◽  
Primary Data ◽  
Cross Sectional ◽  
Content Type ◽  
Cross Sectional Design ◽  
Investigation Process

Purpose The purpose of this paper is to critically analyse and discuss the identification of a generic investigation process to be followed by the commercial forensic practitioner in South Africa. Design/methodology/approach This paper is a cross-sectional design that commenced with a review of the current available literature, highlighting the different approaches, processes and best practices used in local and international forensic practices. The methodology includes primary data collected with questionnaires from commercial forensic practitioner (N = 75) process users. Findings This paper identifies the following five distinct categories in the forensic investigation process, with sub-processes, namely, initiation, planning, execution, reporting and reflection. Research limitations/implications The study focuses only on the South African members of the Institute of Commercial Forensic Practitioners (ICFP) fraternity in South Africa as the ICFP is a leading body that, through membership, offers a recognised professional qualification in commercial forensics. Practical implications An investigation process for commercial forensic practitioners in South Africa could be used by the ICFP that would provide a governance structure for the ICFP. Originality/value The originality of this paper lies in setting out of an account of forensic accounting processes and best practices nationally and internationally. The missing knowledge is that no such research is known to have been conducted in South Africa. Currently, to the authors’ knowledge, no formalised investigation process exists. The contribution of the study is that by using an investigation process, it may enhance the quality of forensic investigations and contribute to the successful investigation and prosecution of commercial crime in South Africa that will be beneficial to all stakeholders.

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