Teaching and Learning Curricula Design for Entrepreneurship Development

2021 ◽  
pp. 293-320
Author(s):  
Lindiwe Nqobile Kunene
Keyword(s):  
South Africa ◽  
Growth And Development ◽  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Entrepreneurship Development ◽  
Kwazulu Natal ◽  
Design Theories ◽  
The University ◽  
Appropriate Education

The teaching and learning of entrepreneurship have become critical in accelerating entrepreneurship activity in South Africa. Appropriate education in entrepreneurship provides students with skills, knowledge, and opportunities for growth and development to prosper in the field of entrepreneurship. By examining activities in the Bachelor of Commerce's (BCom) Management Major, which embeds entrepreneurship learning, at the University of KwaZulu-Natal (UKZN), the chapter identifies gaps in its curricula design. It compares the Major with the principles that govern entrepreneurship education and curricula design theories. The chapter concludes that an appropriate curricula design for entrepreneurship development should foster learning that promotes entrepreneurship intention; it thus proposes a Management and Entrepreneurship Major that is more appropriate.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Embodying human rights in #FeesMustFall? Contributions from an indecent theology

2017 ◽  
Vol 73 (3) ◽  
Author(s):  
Lisa Grassow ◽  
Clint Le Bruyns
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Human Rights ◽  
Higher Education Institutions ◽  
Specific Context ◽  
Human Rights Abuses ◽  
The Poor ◽  
Kwazulu Natal ◽  
The University

This article focuses on the #FeesMustFall (FMF) movement and the question of a human rights culture. It provides evidence from the specific context of FMF at the University of KwaZulu-Natal, Pietermaritzburg, which exposes human rights abuses and violence to the dignity of protesting students. To advance a human rights culture within the higher education sector in the context of FMF, the article highlights the role of theology – ‘indecent theology’ (as espoused by Marcella Althaus-Reid) – in revealing the problem and promise of higher education institutions in the quest for a more liberating and responsible society. It is only through interrogating the narratives that sustain the current university structures – and continue to oppress the poor and the marginalised – that South Africa will be able to begin to construct a society that is respective of the rights of all.

Stepping Out of the Classroom and up the Ladder of Learning

2004 ◽  
Vol 18 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Sarah Cooper ◽  
Colin Bottomley ◽  
Jillian Gordon
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Development Project ◽  
Business Development ◽  
Full Time ◽  
Traditional Lecture ◽  
Venture Management ◽  
Vital Component ◽  
The University ◽  
Effective Teaching And Learning

Academics in the field of entrepreneurship education are increasingly aware that, while class-based knowledge input is a vital component of learning, the traditional lecture-based, didactic methods of teaching and learning alone are insufficient. In an attempt to achieve ‘real, active learning’ various interactive techniques have been developed, one of which is to provide opportunities for students to ‘see, touch and feel’ entrepreneurship at first hand by working alongside practising entrepreneurs. An example of this approach is the Venture Management programme of the Hunter Centre for Entrepreneurship at the University of Strathclyde, in which students from a broad spectrum of disciplines work with an entrepreneur on a business development project. This paper presents an evaluation of the programme to date, and considers its benefits and shortcomings from the perspectives of both students and entrepreneurs. The findings of the evaluation are now shaping the future development of this programme and also of ‘Implementing Entrepreneurship’, a new elective programme in which individual students work full-time for eight weeks on a business development project with an entrepreneur. Lessons from the innovative programmes offered by the Hunter Centre will help to inform the wider debate about effective teaching and learning programmes in entrepreneurship education.

scholarly journals Why do teachers code-switch when teaching English as a second language?

2021 ◽  
Vol 41 (Supplement 1) ◽  
pp. S1-S7
Author(s):  
Sibongile Shinga ◽  
Ansurie Pillay
Keyword(s):  
South Africa ◽  
Second Language ◽  
Teaching And Learning ◽  
Concept Maps ◽  
First Language ◽  
Code Switching ◽  
Rural High Schools ◽  
Telephone Interviews ◽  
Kwazulu Natal ◽  
Official Languages

In post-apartheid South Africa, 11 languages, including English and indigenous languages, were given equal status as official languages. Yet, more than 25 years after democracy, Black parents still believe that their children’s wealth and success depend on English, and therefore, send them to English-medium schools where they take English as a second language (ESL), known in South Africa as English First Additional Language (FAL). Many circumstances compel teachers to code-switch between English and learners’ first language. In the study reported on here we explored the reasons behind teachers’ code-switching in FAL classrooms in 4 rural high schools in KwaZulu-Natal, South Africa. Concept maps, open-ended questionnaires and open-ended telephone interviews were used to generate data. Findings indicate that FAL teachers use code-switching to clarify difficult concepts, enhance understanding of the content presented, and keep learners engaged during lessons. We argue that the use of learners’ first language may be crucial in the teaching and learning of a second language.

scholarly journals Knowledge creation and transfer among postgraduate students

2014 ◽  
Vol 16 (1) ◽  
Author(s):  
Kreeson Naicker ◽  
Krishna K. Govender ◽  
Karunagaran Naidoo
Keyword(s):  
South Africa ◽  
Knowledge Creation ◽  
Exploratory Study ◽  
Relevant Literature ◽  
Convenience Sample ◽  
Postgraduate Students ◽  
Knowledge Conversion ◽  
Kwazulu Natal ◽  
The University ◽  
Skill Shortages

Background: The skill shortages, hyper-competitive economic environments and untapped economies have created a great deal of focus on knowledge. Thus, continuously creating and transferring knowledge is critical for every organisation.Objectives: This article reports on an exploratory study undertaken to ascertain how knowledge is created and transferred amongst post-graduate (PG) students, using the knowledge (socialisation, externalisation, combination, internalisation [SECI]) spiral model.Method: After reviewing relevant literature, a personally administered standardised questionnaire was used to collect data from a convenience sample of PG students in the School of Management, IT and Governance at the University of KwaZulu-Natal, South Africa. The data was analysed to determine if it fit the model based on the four modes of knowledge conversion.Results: Although the School of Management, IT and Governance has mechanisms in place to facilitate knowledge creation and transfer, it nevertheless tends to focus on the four modes of knowledge conversion to varying degrees.Conclusion: The study confirmed that PG students utilise the ‘socialisation’ and ‘externalisation’ modes of knowledge conversion comprehensively; ‘internalisation’ plays a significant role in their knowledge creation and transfer activities and whilst ‘combination’ is utilised to a lesser extent, it still plays a role in PG students’ knowledge creation and transfer activities. PG students also have ‘space’ that allows them to bring hunches, thoughts, notions, intuition or tacit knowledge into reality. Trust and dedication are common amongst PG students. With socialisation and externalisation so high, PG students are aware of each other’s capabilities and competencies, and trust each other enough to share knowledge.

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