Perspectives in Education最新文献_第8页

Entrenching internationalisation in African Higher Education Institutions 巩固非洲高等教育机构的国际化

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.6849

K. Oparinde, Vaneshree Govender, S. Moyo

{"title":"Entrenching internationalisation in African Higher Education Institutions","authors":"K. Oparinde, Vaneshree Govender, S. Moyo","doi":"10.38140/pie.v40i4.6849","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6849","url":null,"abstract":"In this paper, an attempt was made to locate the role of internationalisation in African Higher Education Institutions (HEIs). It is argued that comprehensive international, intercultural, and global dimensions in the affairs of African tertiary institutions provide for a more nuanced and diversified higher education landscape. Through a desk study approach, dwelling mainly on existing literature, the paper examines the issues of internationalisation from the perspectives of diversity and inclusion, as well as the roles of the relevant key players within those institutions to practically deliver internationalisation strategies that will put the institution on a global pedestal while remaining locally and regionally relevant. More importantly, strategies for achieving comprehensive internationalisation are discussed drawing inferences from literature and documentary sources. The interrogation of these sources in relation to the expectations of the current and future HEIs to remain socially relevant and sustainable is carried out. HEIs in Africa must contribute to socio-economic change and engage with their quad-helix and eco-system partners to ensure that high end skills training, knowledge production, entrepreneurship and innovation are accelerated. In so doing, African HEIs must embrace diversity in its fullness including welcoming differences in gender, race, culture, nationality and providing platforms of engagement that allow for inclusion, and breaking silos to allow for a nuanced agenda of internationalisation.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84612638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The need for revision of selected aspects of online Master’s and doctoral student supervision 需要修订的选择方面的在线硕士和博士生的监督

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i1.17

K. Ferreira‐Meyers

{"title":"The need for revision of selected aspects of online Master’s and doctoral student supervision","authors":"K. Ferreira‐Meyers","doi":"10.18820/2519593x/pie.v40.i1.17","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.17","url":null,"abstract":"Since the onset of the COVID-19 pandemic, higher education institutions have been concerned about their Master and doctoral students, in particular how and when they would be able to continue and complete their research activities and dissertations. Scholars have noted the potential deterioration in the quality of research projects for a variety of reasons (transformation and/ or abandoning of approved research methods, anxiety-related lowered performance rates, altered modes of supervision and delays in completion times). In this article, I discuss the findings of a small-scale study, undertaken in July 2020, on whether there has been a significant change in the supervision of Master's and doctoral students in Africa due to the outbreak and impact of the COVID-19 pandemic. I used a Google Form online survey to obtain participants' opinion on the frequency of interactions between supervisors and supervisees, the medium of interaction as well as the Master's and doctoral candidates' general progress. The study participants were all instructors in higher education who supervise Master and PhD students. There has been a change in frequency and means of supervision, that there is more reliance on videoconferencing tools and interaction \"at a distance\". However, the data cannot conclusively confirm that there has been a significant transformation in the way students are supervised because many study participants indicated their wish to return to the way things were done pre-pandemic. Nevertheless, there will probably be more reliance on social media, email and other online tools such as Zoom and Skype post-pandemic. In the words of the study participants, \"online supervision is developing\" and \"the pandemic has also given us more tools of engagement, which is good\".","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72710159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The management and governance conundrum in South African public schools: principals’ perspectives 南非公立学校的管理和治理难题:校长的观点

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.5735

J. Kruger, J. Beckmann, André du Plessis

{"title":"The management and governance conundrum in South African public schools: principals’ perspectives","authors":"J. Kruger, J. Beckmann, André du Plessis","doi":"10.38140/pie.v40i4.5735","DOIUrl":"https://doi.org/10.38140/pie.v40i4.5735","url":null,"abstract":"The introduction of school governing bodies (hereinafter SGBs) changed the roles and functions of principals dramatically when this new approach to school governance and professional management (referred to as a participatory decision-making approach) was activated when the South African Schools Act 84 of 1996 (hereinafter SASA) was implemented in January 1997. Consequently, the principal is no longer the only decision-maker in the school. The principal as the protagonist in school management and governance (implementing SGB policy) is the role-player most affected by the introduction of the participatory decision-making approach. In this article, we discuss principals’ perspectives regarding the shared participatory decision-making approach and the effects thereof on the relationship between the principal and the SGB. In this regard, it is important to note that the perceptions the two parties have of each other are established by the SGB’s encroachment on the professional management functions of the principal and vice versa. The research findings concluded that the relationship between the principal and the SGB is often a relationship characterised by tension, no trust and irrational actions by the SGB. The relationship is further influenced by the functionality or lack of functionality of SGBs as well as prevailing socio-economic conditions and SGB members’ levels of literacy. On the other hand, principals who do not adapt to participatory decision-making, and who still implement an assertive autocratic management approach, also contribute to a turbulent relationship.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85115155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers’ perceptions of the factors influencing rural school Grade 12 Business Studies learner performance in the National Senior Certificate 教师对农村学校12年级商科学生国家高级证书成绩影响因素的认知

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i2.10

M. Mtshali, Jabulisile C. Ngwenya, Thandanani Myende

引用次数: 2

Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic 调查新冠肺炎大流行期间职业技术教育学院教育工作者从传统课堂向虚拟课堂过渡的经验

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i1.8

A. Aina, A. Ogegbo

{"title":"Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic","authors":"A. Aina, A. Ogegbo","doi":"10.18820/2519593x/pie.v40.i1.8","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.8","url":null,"abstract":"The growing utilisation of digital technologies in today’s complex and fast-changing world has taken the reality of education beyond the physical classroom. However, the COVID-19 pandemic has forced many educational institutions to make hasty and unprecedented decisions as they switched to the virtual classroom. This study explores teachers’ experiences in transitioning from traditional teaching to virtual teaching during and after the COVID-19 college closure. A sample of seven Technical and Vocational Education and Training (TVET) educators was conveniently selected from colleges in an urban area in South Africa using a case study research design. Data were collected through semi-structured interviews and analysed using thematic analysis. In this regard, all ethical considerations were adhered to during this study. Three of the educators demonstrated a positive cognitive, affective and behavioural attitude towards transitioning to virtual learning. Six of the educators used WhatsApp and online platforms integrated into their college’s website to communicate during virtual teaching. However, challenges such as lack of support on the integration of technology into their practice, access to connectivity, provision of little or no training on pedagogical practices, unconducive home environment, students’ attitudes in the online space, lack of infrastructure and poor policy guidelines and framework for implementing virtual learning pose a threat to educators’ desires to change and support a transition to virtual learning permanently. Therefore, it is recommended that TVET education providers and managers provide adequate support and training for educators to foster pedagogical practices aimed at enhancing students’ virtual learning. © 2022 University of Pretoria. All rights reserved.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84555108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Discourse in curriculum policy enactment: a focus on leadership practices 课程政策制定中的话语:对领导实践的关注

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.6003

René Terhoven

引用次数: 0

On sustainability and higher education: Towards an affirmative ethics 论可持续发展与高等教育:走向平权伦理

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i3.8

P. Du Preez, L. le Grange, S. Maistry, S. Simmonds

引用次数: 0

The role of higher education institutions in addressing South Africa’s reading crisis in view of sustainable development 从可持续发展的角度看高等教育机构在解决南非阅读危机中的作用

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i3.12

M. Cronje

引用次数: 0

Why we should continue to ask critical questions about internationalisation at home 为什么我们应该继续在国内提出有关国际化的关键问题

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.7004

J. Beelen

引用次数: 1

Applying systems principles to achieve greater integration of student support at a decentralised institution 运用系统原则，在分散的院校实现学生支援的更大整合

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.6005

Riashna Sithaldeen, Ermien van Pletzen

{"title":"Applying systems principles to achieve greater integration of student support at a decentralised institution","authors":"Riashna Sithaldeen, Ermien van Pletzen","doi":"10.38140/pie.v40i4.6005","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6005","url":null,"abstract":"The role of student support in enabling successful student outcomes is widely acknowledged. However, student support functions and the structures within which they reside often emerge independently at universities, and are seldom designed with integration in mind, leading to systemic inefficiencies. This paper draws on systems thinking to develop a framework to guide the assessment and improvement of student support. Following an exploratory case study design, we collected data on staff and student perceptions of student support by conducting semi-structured interviews and a focus group in a single faculty within a South African university. These data are analyzed alongside several documents produced by the faculty that refer to, and are part of, student support. We map four student support functions used by students within the faculty. These are: orientation, student advising, peer mentoring, and career advising. The analyses reveal that student support in the faculty does not constitute an integrated system and that this creates challenges in communication, continuity and efficiency of student support within the faculty. This paper argues that by adapting existing support structures to closer approximate an integrated system we can increase the efficiency of student support without the need for complete redesign or a significant increase in resources or staff capacity.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80716047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1