Research Articles (Curriculum Studies)

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Browsing Research Articles (Curriculum Studies) by Author "Bitzer, E."

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    Continuous professional learning in private higher education : making a case for distributed leadership
    (HESA, 2019) Cronje, F.; Bitzer, E.
    Literature on management of professional learning in South African private higher education (PHE) institutions is limited. This may be due to incentives for professional learning in private higher education not being highly revered. Our paper reports on the findings of research conducted on four campuses of a South African private higher education provider, inquiring into broadening organisational leadership roles towards distributed leadership. Findings show that academic managers in PHE see the proper educational induction of academics as a contributing factor to professional and institutional cohesion. However, the role of academic managers in designing custom made professional learning initiatives is pivotal. Our findings confirm that academic managers in PHE contexts need to spend considerable effort on strategising their campus programmes to empower academic leaders through distributed leadership and with agency to lead their teams. We suggest a course of action for enhancing continuous professional learning (CPL) for academic staff in PHE: Firstly, academic management positions should be filled with the most competent people; secondly, academic managers should be directly accountable for the quality of professional learning on their campuses; and thirdly, academic managers need increased agency to use resources such as monetary and other incentives to support their academic teams.
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    Lecturers' professional identity : the chase of chartered accountants in academia
    (HESA, 2016) Bitzer, E.; De Jager, E.
    This study surveyed a number of accounting lecturers at a research-intensive South African university to determine their perceptions and preferences regarding their own professional identity. How university lecturers see and experience their own professional identity is important as such views influence the way they teach, participate in professional learning opportunities and attach value to what they do. The findings indicate that professional identity is not a stable construct, that it is related to personal choices and influenced by a number of contextual factors. The participant group of accounting lecturers indicated their professional identity as primarily being professional lecturers rather than professional chartered accountants, but background variables did not seem to play a significant role in their professional identity formation, nor was role conflict identified as being a major factor. The findings imply that if accounting lectures consider themselves as professional university lecturers rather than professional chartered accountants, excelling as academics and educators would contribute towards excellence in the teaching of accounting.
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    The views of commerce students regarding "free" higher education in South Arica
    (HESA, 2018) Bitzer, E.; De Jager, E.
    At the end of 2015, student protests (demanding ‘free’ higher education) took place at most South African universities. An official answer from the South African government regarding ‘free higher education’ is still being awaited. In the meantime, a zero present increase in university fees for 2016 and an increase of not more than 8% for 2017 was announced. South Africa is known for expensive higher education as tuition fees increase every year. Many students struggle to fund their studies, while government subsidies to higher education institution decrease. The question that remains is: Will it be feasible for South Africa to implement ‘free higher education’? This study aimed to investigate the perceptions of commerce students at one South African university regarding the feasibility of ‘free’ higher education. A questionnaire was used as research instrument which consisted of Likert-scale statements regarding general ideas about ‘free higher education’ as well as open-ended questions asking students about the definition of ‘free higher education’ and the effects on the South African economy. The results proposed that even though most students were aware of the students protests regarding ‘free higher education’ that took place, not all of them agreed with it. The respondents realised that it is not feasible for South Africa to implement ‘free higher education’ at this moment in time. Despite the views of these commerce students, if ‘free higher education’ were considered as a viable option in South Africa, implementation considerations should be examined. These issues will be discussed in a follow-up study.