scholarly journals Problematizing the concept ‘epistemological access’: A review of literature

2014 ◽  
Vol 4 (1) ◽  
pp. 15 ◽  
Author(s):  
Lucinda Du Plooy
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Conceptual Framework ◽  
South African ◽  
Basic Education ◽  
Access To Higher Education ◽  
Review Of Literature ◽  
Font Size ◽  
Black Line ◽  
South African Education

<em><span style="color: black; line-height: 115%; font-family: 'Arial','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">This paper provides a review of literature which aims at problematizing the concept ‘epistemological access”, a fairly under-researched topic in South African education. Morrow’s distinction between formal access (institutional access) and epistemological access (access to the goods distributed by the institution) is used as a conceptual framework. We argue that the meaning of the concept ‘epistemological access’ as Morrow intended </span><span style="color: black; line-height: 115%; font-family: 'Arial','sans-serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-ZA; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">was borne out of a particular political need that arose in higher education; the need to democratize access to higher education. The dearth of literature on the concept “epistemological access” and its meaning for access to basic education, especially foundation phase schooling, therefore warranted this literature review.</span></em>

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.

The Home Advantage In Sport Competitions: A Literature Review

1992 ◽  
Vol 14 (1) ◽  
pp. 13-27 ◽  
Author(s):  
Kerry S. Courneya ◽  
Albert V. Carron
Keyword(s):  
Literature Review ◽  
Conceptual Framework ◽  
Future Research ◽  
Systematic Research ◽  
Review Of Literature ◽  
Comprehensive Review ◽  
Clear Sense ◽  
Sense Of Direction ◽  
Home Advantage ◽  
Underlying Mechanisms

A home advantage in sport competitions has been well documented. The strength and consistency of the home advantage has made it a popular phenomenon in sport today. Very little systematic research has been carried out, however, and the home advantage remains one of the least understood phenomena in sport. It appears that much of the game location research has been arbitrary, and a clear sense of direction is lacking. The purpose of the present paper is to provide a conceptual framework to organize a comprehensive review of previous game location research and provide direction for future research. The review of literature indicated that the descriptive phase of inquiry has been completed, and it is time to address the underlying mechanisms responsible for the manifestation of the home advantage. Possible methodologies and areas of inquiry are highlighted and discussed.

The educational research landscape on GIS integration and challenges – globally and in South Africa

2020 ◽  
Vol 5 ◽  
pp. 19-41
Author(s):  
Elfrieda Fleischmann ◽  
◽  
Christo van der Westhuizen ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Mixed Method ◽  
Basic Education ◽  
Education Institution ◽  
Mixed Method Study ◽  
Global Trend ◽  
Gis Integration ◽  
Depth Interviews

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

scholarly journals Character education based on six value system

2018 ◽  
Vol 42 ◽  
pp. 00055
Author(s):  
Abduloh
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Character Education ◽  
Educational Outcomes ◽  
Basic Education ◽  
Value Systems ◽  
Value System ◽  
Review Analysis ◽  
Group Characteristics ◽  
Descriptive Method

Humans are social beings who mutually cooperate and interact with each other that have an impact on the changes and dynamics of a complex life, both individually and in groups that may be able to uphold the value and dignity and vice versa, it can be influenced by individual and group characteristics in living his life. The purpose of this study is to describe the application and outcome of character education based on six value systems. This study applied descriptive method with literature review analysis. The results of the analysis show that the character of education based on the six value systems can be applied in various levels of education from basic education to higher education and educational outcomes can have the characteristics of value for use, or benefits for the life of the community worthy both materially and spiritually that can solve the problem, Improvement and change of valuable moral, mental, and spiritual skills.

scholarly journals Democratização do acesso à educação superior em debate: avaliação do Prouni

2019 ◽  
Vol 30 (73) ◽  
pp. 202
Author(s):  
Claudia Regina Baukat Silveira Moreira ◽  
Ângelo Ricardo De Souza
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Educación Superior ◽  
Access To Higher Education ◽  
Education Evaluation ◽  
Educational Inequalities ◽  
Font Size ◽  
Educacion Superior ◽  
Palabras Clave ◽  
Evaluation Of Policies

<p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt;">Partindo da constatação de que a oferta de vagas na educação superior é sobre tudo privada, este trabalho pretende identificar os perfis dos bolsistas beneficiados pelo Programa Universidade para Todos (ProUni), considerando três cursos: Pedagogia, Medicina e Direito. Para tanto, o recurso foi o da avaliação de políticas, tal como formulado no campo de políticas públicas. Foram analisados os microdados do questionário socioeducacional aplicado por ocasião da realização do Exame Nacional de Desempenho dos Estudantes (Enade), no período entre 2008 e 2013. Os dados permitem concluir que o ProUni é bem-sucedido quanto às metas estabelecidas, garantindo a inserção de jovens pobres, oriundos principalmente da escola pública. Contudo, os dados também possibilitam afirmar que o programa é limitado quanto ao seu escopo, pois as diferenças identificadas entre os bolsistas dos três cursos analisados sugerem que há uma reprodução das desigualdades educacionais.</span></p><p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"><strong>Palavras-chave</strong>: Políticas Educacionais, Avaliação de Programas, Prouni, Desigualdades Educacionais.</p><p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"> </p><p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"><strong><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt;">Democratización del acceso a la educación superior en debate: evaluación de Prouni</span></strong></p><p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt;">Partiendo de la constatación de que la oferta de plazas en la educación superior es sobre todo privada, este trabajo pretende identificar los perfiles de los becarios beneficiados por el Programa Universidad para Todos (ProUni), considerando tres cursos: Pedagogía, Medicina y Derecho. Para ello, se utilizó el recurso de la evaluación de políticas, tal como formulado en el campo de políticas públicas. Se analizaron los microdatos del cuestionario socioeducativo aplicado durante la realización del Exame Nacional de Desempenho dos Estudantes (Enade), en el periodo abarcado entre 2008 y 2013. Los datos permiten concluir que ProUni es exitoso en lo que concierne a las metas establecidas, asegurando la inserción de jóvenes pobres provenientes por encima de todo de la escuela pública. Sin embargo, los datos también permiten afirmar que el programa es limitado en lo que se refiere a su alcance, ya que las diferencias identificadas entre los becarios de los tres cursos analizados sugieren que hay una reproducción de las desigualdades educacionales.</span></p><p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt;"><strong>Palabras clave</strong>: Políticas Educacionales, Evaluación de Programas, Prouni, Desigualdades Educativas.</span></p><p style="margin: 0cm 0cm 10pt; tab-stops: 82.65pt;"><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt;"> </span></p><p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"><strong><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US;" lang="EN-US">Debateon the democratization of access to higher education: evaluation of Prouni</span></strong></p><p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US;" lang="EN-US">Based on the fact that the majority of vacancies in higher education is mainly in private schools in Brazil, this study aims to identify the profiles of the beneficiaries of the program University for All (ProUni). It considers three courses: Pedagogy, Medicine and Law. The research resource used was the evaluation of policies established in the field of public policies. The microdata collected, using the socio-educational questionnaire during the application of Enade between 2008 and 2013, were analyzed. These data allow us to conclude that ProUni has been successful in terms of its established goals of ensuring the access of poor young people coming from public schools, to higher education. However, the data also allow us to affirm that the program is limited in scope, since the differences identified among the benefitted students in the different courses suggest that there is a reiteration of the educational inequalities.</span></p><p style="margin: 0cm 0cm 10pt; text-align: justify; tab-stops: 82.65pt;"><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-US;" lang="EN-US"><strong>Keywords</strong>:Educational Policies, Program Evaluation, Prouni, Educational Inequalities.</span></p>

scholarly journals The educational research landscape on GIS integration and challenges – globally and in South Africa

2020 ◽  
Vol 3 (1) ◽  
pp. 63-80
Author(s):  
Elfrieda M-L Fleischmann ◽  
Christo P. van der Westhuizen
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Mixed Method ◽  
Basic Education ◽  
Education Institution ◽  
Mixed Method Study ◽  
Global Trend ◽  
Gis Integration ◽  
Depth Interviews

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill-equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed-method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

scholarly journals Quality assurance in higher education: A review of literature

2015 ◽  
Vol 5 (4) ◽  
Author(s):  
Tricia Ryan
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Student Involvement ◽  
Faculty Members ◽  
General View ◽  
International Level ◽  
Review Of Literature ◽  
Common Framework ◽  
Quality In Higher Education

<p>The aim of this paper is to present a general view and a brief literature review of the main aspects related to quality assurance in global higher education. It provides an overview of accreditation as a mechanism to ensure quality in higher education, examines models of QA, and explores the concept of quality. In addition, this paper provides a review of research on the effectiveness of quality assurance practices, with a particular focus on student involvement with quality assurance. In reviewing the concept of quality assurance itself, the author noted there is a need for a common framework for a quality assurance model; however, there is no agreement as to a QA definition or a QA model. Furthermore, although quality is the utmost significant concern for accrediting bodies, accreditation structures are decentralized and complex at both the regional and international level. Another challenge identified revolves around the concerns of faculty members and other stakeholders, such as students, about the QA process. Given that students are at the center of higher education, and invest time and money in the system, the author concludes involving them could improve QA processes.</p><p><strong>DOI:</strong> <a href="/index.php/HLRC/editor/viewMetadata/dx.doi.org/10.18870/hlrc.v5i4.257">10.18870/hlrc.v5i4.257</a></p>

The impacts of higher education institutions on sustainable development

2019 ◽  
Vol 20 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Florian Findler ◽  
Norma Schönherr ◽  
Rodrigo Lozano ◽  
Daniela Reider ◽  
André Martinuzzi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Conceptual Framework ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Future Research ◽  
Content Type ◽  
Holistic Perspective ◽  
Indirect Impacts

PurposeThis paper aims to conceptualize impacts of higher education institutions (HEIs) on sustainable development (SD), complementing previous literature reviews by broadening the perspective from what HEIs do in pursuit of SD to how these activities impact society, the environment and the economy.Design/methodology/approachThe paper provides a systematic literature review of peer-reviewed journal articles published between 2005 and 2017. Inductive content analysis was applied to identify major themes and impact areas addressed in the literature to develop a conceptual framework detailing the relationship between HEIs’ activities and their impacts on SD.FindingsThe paper identifies six impact areas where direct and indirect impacts of HEIs on SD may occur. The findings indicate a strong focus on case studies dealing with specific projects and a lack of studies analyzing impacts from a more holistic perspective.Practical implicationsThis systematic literature review enables decision-makers in HEIs, researchers and educators to better understand how their activities may affect society, the environment and the economy, and it provides a solid foundation to tackle these impacts.Social implicationsThe review highlights that HEIs have an inherent responsibility to make societies more sustainable. HEIs must embed SD into their systems while considering their impacts on society.Originality/valueThis paper provides a holistic conceptualization of HEIs’ impacts on SD. The conceptual framework can be useful for future research that attempts to analyze HEIs’ impacts on SD from a holistic perspective.

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