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1.
Anastassios Pouris 《Higher Education》2007,54(4):501-509
This article reports the results of an investigation to identify the disciplinary strengths and the international standing
of the higher education institutions in South Africa. Even though comparative assessments provide valuable information for
research administrations, researchers and students such information is not available in South Africa currently. The Essential
Science Indicators database of the Institute for Scientific Information is utilized for the investigation and six South African
universities are identified to be included in the top 1% of the world’s institutions cited in the international scientific
literature. The identified institutions are University of Cape Town, University of Pretoria, Orange Free State University,
University of Witwatersrand, University of Natal and University of Stellenbosch. Analysis of the scientific disciplines in
which the South African institutions meet the threshold requirements for inclusion in the database shows that the country
has citation footprints in only nine of the 22 broad scientific disciplines. The article identifies the international standing
of the South African universities in the various scientific disciplines, and elaborates on the consequences relevant to higher
education and science and technology policy. 相似文献
2.
Ronelle Carolissen Poul Rohleder Vivienne Bozalek Leslie Swartz Brenda Leibowitz 《Equity & Excellence in Education》2013,46(4):495-510
The term “community” holds historical connotations of political, economic, and social disadvantage in South Africa. Many South African students tend to interpret the term “community” in ways that suggest that community and community psychology describe the experiences of exclusively poor, black people. Critical pedagogies that position the teaching process as a transformative activity and that challenge student perceptions about the status quo are central in teaching community psychology. This article uses the subdiscipline of community psychology to discuss the importance of pedagogy. It uses a module that was presented at Stellenbosch University (SU) in the Western Cape, South Africa, as an illustrative example. The module was taught collaboratively with the social work department at the University of the Western Cape. Forty-five psychology students from a historically white university (SU) and 50 social work students from a historically black university (UWC) engaged in face-to-face workshops and virtual (e-learning) assignments that interrogated notions of the self, community, and identity. Final student essays were analysed qualitatively for themes illustrating aspects of the human capabilities approach to pedagogy adopted in this project. 相似文献
3.
4.
Rosemary E. Phelps 《Innovative Higher Education》1995,19(4):255-268
This article presents an overview of issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly White college or university. Positive and negative aspects of both situations are examined, and strategies for empowerment and professional development are discussed.Rosemary E. Phelps is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. She received her Ph.D. in counseling psychology from the University of Tennessee, Knoxville. She has a B.A. in psychology and an M.A. in guidance and counseling from Ohio State University at Columbus. Her professional and research interests include racial and gender aspects of verbal aggression, ethnic diversity, and multicultural training issues. 相似文献
5.
This article explores the distinctive mentoring experiences of social work doctoral students at historically black colleges and universities (HBCUs). With a philosophical emphasis on social justice, self-determination, racial identity and pride, and social integration, social work faculty at HBCUs mentor African American and other students in PhD programs for academic achievement and successful leadership in the professoriate. The mentoring experiences at HBCUs are underpinned by tenets from relational/cultural theory and the Black feminist theory of “other mothering.” Using Howard University as a case study, this article examines relational mentoring experiences of PhD students in preparation for the academy and for leadership in social work education and practice. 相似文献
6.
H. Svi Shapiro 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):319-320
This article employs an intersectional analysis of the experiences of Black faculty at an elite US university who have mentored Black undergraduates, and focuses on faculty’s meaning making of their connection to their mentees, and challenges they face in these relationships. Findings reveal that faculty found their shared cultural background enhanced mentoring, and they worked hard to establish trust with their mentees, absent at times in mentees’ relationships with White faculty. Participants shared barriers to engaging in mentoring relationships, with gender and age intersecting with race for unique challenges and benefits for the subjects. Policy recommendations are made to support junior faculty mentors in the tenure granting process, and produce incentives for all faculty to share the responsibility of mentoring. 相似文献
7.
Stefanie C. Gilbert Dominicus So Tina Maria Russell Thomas R. Wessel 《Journal of College Counseling》2006,9(2):111-122
Previous research found racial identity predictive of psychological distress among African American students at predominantly White colleges. This study examined these relationships among 154 African American undergraduates attending a historically Black university. Racial identity was independent of psychological distress, suggesting that African American students' racial identity predicts psychological distress only in settings in which they are the minority. 相似文献
8.
South Africa has undergone transformation since the end of apartheid governance in 1994. Legislatively enforced, this transformation has permeated most sectors of society, including higher education. Questions remain, however, about the extent to which transformation has occurred in Higher Education Institutions (HEIs) in general, and across the academic staff body in HEIs in particular. In this study, we examine the transformation of academic staff profiles at HEIs throughout the country. Initially, we graph the racial profile of academics across multiple positions (junior lecturer to professor) from 2005 to 2013. We then use correlational analysis to identify which characteristics of universities in South Africa can be used to explain the racial inequities evident in South African HEIs. Our results indicate that world university ranking; percentage black African staff; percentage black African student body; and whether the university is ‘historically disadvantaged’, all influence the racial profile of the academic staff body to varying degrees. The size of the overall staff and study body does not appear to influence the racial profile of universities’ staff component. We conclude that transformation of the academic staff body of HEIs in South Africa is indeed occurring, albeit slowly. Rather than seeing this as a negative, we argue that the pace of ‘academic’ transformation in the country needs to be interpreted within the framework of academic governance. 相似文献
9.
Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics. 相似文献
10.
Mary M. Atwater 《Innovative Higher Education》1995,19(4):277-286
African American females need to develop alliances with White administrators to transform policies and practices to assist these female faculty members in becoming successful and productive professors at predominantly White research universities. Strategies for White administrators and other powerful White faculty members, and African American females are delineated in this article. In addition, illustrations of courses, activities, and programmatic changes in one college are included.Mary M. Atwater is an associate professor in the Department of Science Education at the University of Georgia. She holds a B.S. in chemistry from Methodist College in Fayetteville, North Carolina; an M.A. (M.S.) in organic chemistry from the University of North Carolina; and, a Ph.D. in science education from North Carolina State University, Raleigh. Her research interests include African American learning and involvement in the sciences, multicultural science teacher education, and urban education. Her teaching experiences include science education, multicultural education, and chemistry. 相似文献
11.
During the apartheid rule in South Africa, established universities and other tertiary institutions were forcibly segregated to serve particular racial groups. Some critics have stated that the apartheid regime in South Africa supported an exclusively Western model of education, and that university education was based on a mono-cultural approach with bias towards Western values and expectations. With the demise of apartheid in 1994, the Government of National Unity (GNU) merged the fragmented hodgepodge of segregated tertiary institutions into 23 (now 26) public universities (26 since in 2004), Tshwane University of Technology (TUT) being one. There has been a paradigm shift to accommodate a new form of education which is not only supposed to address the imbalances of the past but be of relevance to the twenty-first-century knowledge economy. The transformation of the education sector is supposed to boost the Africanisation (African-oriented content) of the syllabus, foregrounding the cultural practices and values of the African people. In TUT the arts faculty faced challenges of rationalisation, and the faculty management is poised to effect the paradigm shift. The aim of this paper is to investigate the extent to which the African-oriented content concept has been realised in the arts curriculum of Tshwane University of Technology TUT. 相似文献
12.
Loïse Jeannin 《International Journal for Academic Development》2019,24(3):272-285
The mobility of academic staff to South Africa is expected to benefit higher education institutions through teaching-research collaboration and capacity building. However, South African institutions do not always have the adequate organisational processes to facilitate host and international staff collaboration. Drawing on individual interviews with 16 lecturers from 12 different countries, all of them teaching in one South African university, this article analyses lecturers’ perceived contributions to their host university and the challenges they encountered. Recommendations revolve around the development of appropriate induction programmes and faculty forums to promote cross-cultural collaboration and the cross-fertilisation of ideas. 相似文献
13.
Petra Engelbrecht Marietjie Oswald Chris Forlin 《British Journal of Special Education》2006,33(3):121-129
The British Index for Inclusion was selected to be used in three primary schools in the Western Cape Province in South Africa in order to develop a South African model to assist in the development of inclusive schools. The Index for Inclusion process entails progression through a series of five developmental phases and this paper, written by Petra Engelbrecht, professor in educational psychology and special education and senior research director at Stellenbosch University, Marietjie Oswald, lecturer in special education at Stellenbosch University, and Chris Forlin, associate professor in special education at the Hong Kong Institute of Special Education, is a reflection of the first two phases. Qualitative data were generated from the consultative process followed in the schools during the first phase and both qualitative and quantitative data from questionnaires regarding the perceptions of all school community members on the inclusive practices or lack thereof in their schools during the second phase. The authors drew out the following five themes from the three sets of data: an inclusive school philosophy; democratic leadership, structures, processes and values; collaboration; addressing learner diversity; and resources. Petra Engelbrecht, Marietjie Oswald and Chris Forlin, all of whom were working on a UNESCO-funded project to trial the use of the Index for Inclusion in South Africa, suggest that these themes provided invaluable insights into both the common and unique complexities, the problems and the assets of the different school communities. The themes are discussed in detail in this article, raising fascinating issues for the development of inclusion in different contexts around the world, and will be used to inform the three remaining phases of the Index for Inclusion process. 相似文献
14.
Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University’s Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of 1059 (36%) Asian American faculty, 512 (17%) African American faculty, 359 (12%) Latina/o faculty, and 1023 (35%) White/Caucasian faculty. There were 1184 (40%) women faculty and 1769 (60%) men faculty. The predictors of worklife balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. Institutional support for making personal/family obligations and an academic career compatible was consistently the strongest positive predictor of perceived work-life balance for all faculty. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty, highlighting how faculty from all racial/ethnic backgrounds value being able to spend enough time on their own research. 相似文献
15.
Linda C. Tillman 《Research in higher education》2001,42(3):295-325
Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protégé relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty. 相似文献
16.
Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(6):713-735
This article has its basis in the author’s own growing annoyance at so-called “sandwich” programmes, where young academics from developing countries study and learn theories at universities in the Global North, then go to their own countries for fieldwork – only to return to the host country to fit their data into the theories of the Global North. The purpose of this article is twofold. The author’s first aim is to demonstrate that the thinking and concepts of some African educational thinkers such as, for example, Julius Nyerere, fit the educational reality in Africa better than those of Western thinkers, and that these concepts should therefore be used. Second, she argues that when it comes to building theories from the ground, the life experiences of Africans (in terms of everyday reality, indigenous knowledge, cultural transmission, community engagement etc.) should be taken into account. She explains why, through her own teaching at the University of Dar es Salaam in Tanzania, she became interested in the qualitative research method called autoethnography. She also draws on her experience of teaching qualitative research methods at a number of historically black universities in South Africa. She notes a recent positive development in the availability of a promising postgraduate programme with an authoethnographic approach. Entitled “The Narrative Study of Lives” and launched by the South African University of the Free State (UFS) Department of Sociology in 2012, this Master’s and PhD programme builds entirely on African experiences. In the last part of her article, the author applies an autoethnographic approach to the study of languages in Africa. She explains that some of her Tanzanian students grew up with several Tanzanian languages simultaneously, so that Western linguists’ terms like “mother tongue”, first and second language do not make sense to them. She also introduces the concept of ubuntu translanguaging, an effective practice of purposeful juxtaposition of languages observed in African empirical research. 相似文献
17.
Mentoring is a process in which one person, usually of superior rank and outstanding achievement, guides the development of an entry-level individual. Colleges and universities historically have had new faculty orientation programs and methods to support new faculty matriculation. Mentorship programs, if well developed, can integrate new faculty into the university community and are characteristic of good educational practice. This article provides a rationale for, as well as features and benefits of, a new faculty mentorship program at a comprehensive university. 相似文献
18.
International academic partnerships have the potential to enhance the participating institution’s efforts to become actors
in the global educational arena. The ability of partnerships to realize their objectives is affected by the relationship that
the partner members have with one another and the mutual benefit each receives from the agreement. This article examines the
dynamics of an academic partnership between Transformed University an historically disadvantaged institution in the Eastern
Cape Province in South Africa and three international partners from the US, Canada, and the European Economic Community. The
paper illuminates a variety of factors including history, organizational culture, and globalization forces that affect the
success of academic partnerships to reach their stated objectives. 相似文献
19.
The adjustment of black African students to what, under apartheid, were white universities has long been a concern for South African educators. Dimensions of adjustment to university were examined for 339 African black and white freshmen attending a historically white South African university, using the Student Adaptation to College Questionnaire. No significant differences were found between black African and white participants on academic adjustment or institutional commitment. However, black African participants reported significantly poorer levels of social adjustment, and somewhat poorer levels of personal-emotional adjustment. Further investigations found relationships between academic performance, race and additional variables hypothesised to be associated with adjustment. 相似文献
20.
Todd McCardle 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):122-134
Examining both the GI Bill and the origins of desegregation of traditionally segregated institutions of higher learning in the South, this historical essay argues that these 2 separate historic markers should not be considered independently. Indeed, to understand the full scope of the GI Bill, we must consider the limited options that Black veterans had when it came to college admissions. Conversely, when considering the desegregation of historically segregated southern colleges and universities, we must also evaluate the strong will many Black veterans expressed in their desire to redeem the federal government's promise for a college education. Building off the body of critical scholarship published on the GI Bill, this article closely examines the enrollment and experience of the first 2 Black veterans to attend the University of Florida (UF), contextualizing the experiences of these veterans with that of other African Americans seeking to gain acceptance to historically segregated public universities in the United States. It also contrasts the African American veteran experience at UF with that of the first White veterans to attend UF following World War II. 相似文献