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Adaptabilité critique et collaboration : une réflexion étudiante sur la préparation à la bibliothéconomie en communication savante
No full textThe quickly changing landscape of the scholarly communication ecosystem necessitates critical reflection on the preparedness of students entering this area of librarianship. A literature review of common roles, skills, and competencies of scholarly communication librarians followed by a personal reflection on learning and development as a Masters of Library and Information Studies (MLIS) student reveals that collaboration and adaptability are required to succeed in this area.
L’évolution rapide de l’écosystème de la communication savante nécessite une réflexion critique sur la préparation des étudiants qui entrent dans ce domaine de la bibliothéconomie. Une revue de la littérature sur les rôles communs, les habiletés et les compétences des bibliothécaires responsables pour la communication savante, suivie d’une réflexion personnelle sur l’apprentissage et le développement d’une étudiante en bibliothéconomie et en sciences de l’information révèlent que la collaboration et l’adaptabilité sont requises pour réussir dans ce domaine
Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia
No full textAn intricate mesh of factors hampers students from refugee backgrounds from accessing and having success in higher education (HE). The paper examines HE within a broader framework of refugee education and the future politics of its provision. Much research is done on refugee children and youth in schooling contexts, but less is known about students from refugee backgrounds in HE. According to the United Nations High Commissioner for Refugees (UNHCR), an estimated 65 million people are currently displaced, of whom over 21 million meet refugee status criteria. Nevertheless, only five percent of this group has access to HE. Thus, access to HE and the success of students from refugee backgrounds are central to the discussion on the future of HE. The paper provides a comparative overview of difficulties regarding access to HE for refugee students in Uganda and Ethiopia, highlighting policy and settlement issues in their legislative and political contexts. It also interrogates students’ coping mechanisms, exploring their experiences through interviews. The study uses secondary data, document analysis, and interviews with a total of 30 students from refugee backgrounds, fifteen from Makerere University in Uganda and fifteen from Addis Ababa University in Ethiopia
REVIEW: Chris R. Langley, Catherine E. McMillan, and Russell Newton, eds. The Clergy in Early Modern Scotland.
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Moonlighting agricultural practices of Ugandan rural teachers and teacher retention
No full textThis paper explores a little understood aspect of education labour markets, the tendency for teachers to simultaneously engage in both white-collar side-hustle and blue-collar or land-based entrepreneurial activities. The papers argues that teacher’s engagement in multiple activities such as moonlighting and agriculture in rural community enhances their income and this helps to compensate for wage differentials with their urban counterparts. This practice is also associated with teacher retention and community integration of teachers which is a common challenge relating to rural school staffing. We suggest that the phenomenon of non-education related teacher side-hustles, which are typically understood to be problematic, is a more complex issue and a practice which may have potential benefits for hard-to-staff schools
Inclusivity and the remote doctorate supervision experience of a student with disability in a South African university
No full textThese are personal accounts blended with literature on higher education in South Africa that reveal my experiences as a patient and a disabled online doctoral student. In recovery, I encountered challenges in reading, walking, speaking, and swallowing. Using the narrative technique, this article highlights the academic challenges that I experienced as I transformed into a disabled online doctoral student. To demonstrate the strength of habitus as espoused, the faculty of education demanded an abeyance letter explaining the delay in my doctoral studies. The paper reveals delays in receiving feedback, lack of physical, and intellectual feedback from PhD colleagues and my experience of the burden of critical thinking about doctoral studies. The paper recommends that the Department of education along with higher education institutions should spell out what should be done when a higher education student(s) develops disability(ies)while enrolled and the extent to which they can be included in institutions of higher learning
