Department of Curriculum Studies

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Browsing Department of Curriculum Studies by Author "Albertyn, R."

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    A collaborative higher education initiative for leadership development : lessons for knowledge sharing
    (HESA, 2016) Albertyn, R.; Frick, L.
    The higher education sector needs to prepare youth for the fast changing innovative focused economy. Visionary leadership is needed to facilitate this knowledge transfer for novelty creation. A collaborative initiative could facilitate leadership development and foster knowledge sharing in this context. The initiative with three stakeholder groups started with an Interactive Qualitative Analysis exercise to identify needs and formulate a collaboration charter to ensure reciprocal benefits. A programme evaluation research design was applied three years after implementation using a logic-model framework. Process evaluation entailed collecting data from 103 questionnaires and 11 semi-structured interviews. Based on interpretation of data according to an integrated framework for managing knowledge across boundaries, we identified three areas for further development: contextual knowledge, collaborative partnerships and common vision. Working collaboratively across institutional and knowledge boundaries towards a common vision could enhance leadership development and contribute to longer-term transformation and sustainable change in complex environments.
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    A multi-level researcher development framework to address contrasting views of student research challenges
    (HESA, 2018) Albertyn, R.; Van Coller-Peter, S.; Morrison, J.
    Ensuring quality and completion of students’ research places pressure on postgraduate supervisors. Postgraduate students’ primary interest in theoretical and practical knowledge rather than research, influences the completion of qualifications. Student research challenges were explored using an Interactive Qualitative Analysis research design. Through conducting student and supervisor focus groups and individual interviews, issues emerged related to educational input, support and identity development. There were differences in the perspectives of student and supervisor indicating that students are less dependent on supervisors than supervisors thought they were. Supervisors indicated support strategies, such as an awareness of learning styles, adaptive support and strengthening researcher identity. Researcher development needs to take place on multiple levels to enhance quality and relieve pressure on the postgraduate supervisor in changing educational contexts.