Shattering the Myth of a Post-Racial Consensus in South African Higher Education: “Rhodes Must Fall” and the Struggle for Transformation at the University of Cape Town

2017 ◽  
Vol 5 (2) ◽  
pp. 243 ◽  
Author(s):  
Mangcu
Keyword(s):  
Higher Education ◽  
South African ◽  
Cape Town ◽  
African Higher Education ◽  
University Of Cape Town ◽  
The University ◽  
South African Higher Education

Recontextualising the teaching of commercial transactions law for an African university

Acta Juridica ◽  
2021 ◽  
Vol 2021 ◽  
pp. 275-296
Author(s):  
A Hutchison
Keyword(s):  
South African ◽  
Life Experiences ◽  
First Century ◽  
Student Life ◽  
South African Council ◽  
Protest Movements ◽  
African Higher Education ◽  
University Of Cape Town ◽  
The University ◽  
South African Higher Education

This article reflects on the changing political environment in South African higher education and offers one potential view of the future of contract law teaching in the twenty-first century. Specifically, the author discusses changes made to the final-level LLB course, Commercial Transactions Law, at the University of Cape Town. These changes were inspired by the #MustFall protest movements and also incorporated the requirements of the South African Council on Higher Education’s 2018 report on the LLB degree. In essence, this involved a recontextualisation of the component topics to speak to a broader range of student life experiences, as well as an attempt to incorporate more materials focused on social justice or which are characteristically ‘African’.

scholarly journals Challenges impeding women into leadership roles in a student-led organization at the South African higher education institution

2021 ◽  
Vol 19 (4) ◽  
pp. 508-518
Author(s):  
Nokwanda Jali ◽  
Sachin Suknunan ◽  
Anrusha Bhana
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
South African ◽  
Education Institution ◽  
Women In Leadership ◽  
Leadership Roles ◽  
Leadership Positions ◽  
African Higher Education ◽  
The University ◽  
South African Higher Education

The study shows that a patriarchal society where women are still in the minority when it comes to leadership positions is still dominating. A few studies are exploring the role of women in leadership in government and industry, and very little focus is paid on higher education institutions and more especially – from a female leadership perspective. Therefore, this paper aims to determine the factors that hindered female students from attaining leadership positions and simultaneously make recommendations to create more leadership opportunities in a nationally recognized student-led organization known as the Student Representative Council at a large public South African higher education institution – the University of KwaZulu-Natal. The target population was 16 female leaders who served in the University’s Student Representative Council from 2019 to 2020 of which 13 had responded. A qualitative approach was followed and interviews were conducted. The study employed inductive qualitative thematic analysis using NVIVO 12. Findings revealed that the Student Representative Council structure at the university was patriarchal with little commitment to gender equality. Males outnumbered women in leadership roles. Portfolios assigned to women were mainly administrative rather than leadership. Females were subjected to stereotypical behavior. The study recommended ways to promote female student leadership whereby policy and constitution change is required to facilitate gender equality and the implementation of quotas. Women should be empowered to enhance their leadership skills via effective leadership development programs specifically designed for females to address the leadership gap between males and females.

University on the Border: Crisis of authority and precarity

2021 ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Education System ◽  
Social Institution ◽  
The South ◽  
Higher Education System ◽  
African Higher Education ◽  
The University ◽  
South African Higher Education

The volume explores and thinks through the process of decolonising the South African higher education system by examining #MustFall. The text offers theoretical insights from a historical, contemporary and multidisciplinary lens, while examining the embedded meanings of the university as an institution, idea and set of practices to show the shifts and changes that were inaugurated by #MustFall along with the historicities that define the university both locally and globally. The retro- and prospective insights presented in the book surface the crisis of authority that places the university in a state of precarity, which is framed in the book as the ‘border’. The volume proposes the concept of the ‘border’ (recognising its conceptual and analytical dynamism) as a generative space that can facilitate new imaginaries and articulations of this social institution: the university.

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.

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