1,720,969 research outputs found
It's all Businesslike Now: The Corporatisation and Professionalisation of in South Africa
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The Illuminative Potential of Organizational Ethnographies
No full textEvaluation studies, especially of South African educational institutions and non-governmental organisations offering educational programmes have been criticised for focussing inadequately on the ethnographic and anthropological dimensions of organisations. The dominant approaches to evaluation have been structuralist and empirical-rational in orientation, serving narrow bureaucratic functions for funders and donors, based on self reports by programme participants. One way of resolving the dilemma of unreliable evaluation reports is producing richly contextualised organisational ethnographies which illuminate organisational contexts beyond superficial analyses. What are the potential benefits of an organisational ethnography, and what are the epistemological and ethical implications of such an endeavour? I shall attempt to answer these questions by drawing on an organisational ethnography of a South African non-governmental organisation offering language teacher development programmes, as I trace its mutating identity over three decades. I use insights derived from the traditions of empowerment evaluation (Fetterman, 1999) and illuminative evaluation (Parlett & Hamilton, 1976) as theoretical lenses to appraise the value of narratives in understanding organisational behaviour. Further, I appropriate Discourse Analysis to interrogate selected narrative data as a methodological lens in organisational analysis, and reflect on my experience of engaging in such a project. In the latter part of the chapter, I revisit the methodological wisdom of engaging in an institutional ethnography, highlighting some of the ethical, representational and epistemological dilemmas in negotiating a non-conventional approach. I conclude the paper with brief allusion to the potential value of organisational ethnographies in mediating an emerging performativity driven higher education culture
The development of disability-related employment policies in the South African public service
Get PDFWorldwide, the employment of people with disabilities has been challenged by the slow development of ‘workplace specific’ disability employment policies. The focus has been on formulating legislation to overcome barriers and the implementation of national disability policies without ensuring that workplaces formulate such policies. While laws regarding disability have been on the statute books for two decades in South Africa, little is known about how effective they have been and their impact in the workplace. This article examines whether South African government departments have developed or reviewed employment policies for the benefit of people with disabilities, and determines whether policy makers were aware of the existence of the Disability Code (Republic of South Africa, 2002) and the Technical Assistance Manual (Republic of South Africa, 2005) when the policies were developed or reviewed. Human Resource Managers from 16 government departments in KwaZulu-Natal Province were interviewed. It was found that although HR policies were in place and some were being developed, very little has been done in terms of reviewing and/or developing disability employment policies. Furthermore, the existing prescripts were not extensively used as a resource during the development of disability-related employment policies. This has negatively affected the employment of people with disabilities in the public service. It is hoped that the results will assist management, HR practitioners as policy makers, and line managers to develop disability employment policies in order to attract and retain people with disabilities. The research also contributes to the existing body of literature on disabilit
Grappling with methodologies in educational research: science and engineering educators finding their way
No full textScience and Engineering faculties at South African tertiary institutions have seen dramatic changes since the 1980’s due to a changing student body as a result of equity and redress measures. There has also been an increasing interest in educational research that might help improve student learning. Some of these researchers are disciplinary experts taking an interest in teaching and learning, while others have moved from undergraduate scientific work to postgraduate educational qualifications. Many of these researchers have no foundations in social science research. As a result much of the research produced by this group tends to unproblematically apply the ‘scientific method’ to problems in the social sciences. As authors of this chapter, we fit the above description, and describe our journeys in developing more appropriate and critical ways of conducting research in these complex and changing higher education contexts. Our initial research efforts were conducted in largely positivist frames. While there were many opportunities to develop (and publish) within this framework, we became increasingly aware that this framework offered superficial understandings of the student experience and failed to engage with broader societal issues. Interpretivist and critical perspectives appeared to offer more productive frames within which to work, yet we struggled to make sense of and gain access to these discourses. In this chapter we analyse and describe the experiences gained from two different research projects we have pursued during the 1990’s. The first theme concerns issues around gender and engineering education, and began with a narrow focus on why women choose to study engineering and shifted to grappling more critically with notions of gender and race. The second theme concerns students’ experiences of learning, initially exploring the approaches to learning framework and in later work responding more critically to the dominant theories in this area. Some of the questions which we address include: What are the methodological challenges involved in shifting to a more interpretive and critical paradigm? Is critical theory a useful framework for researching tertiary science and engineering education
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage.
No full textDr Muaaz Bhamjee, a senior lecturer at the University of Johannesburg\u27s Faculty of Engineering and the Built Environment, reviews Disrupting higher education curriculum: undoing cognitive damage (2016) edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin.
How to cite this book review:
BHAMJEE, Muaaz. Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage. Rotterdam: Sense Publishers. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 145-147, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=55
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
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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