Chapters in Books (Centre for Higher and Adult Education)

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Browsing Chapters in Books (Centre for Higher and Adult Education) by Author "Albertyn, Ruth"

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    Aligning student and supervisor perspectives of research challenges
    (SUN MeDIA, 2016) Albertyn, Ruth; Van Coller-Peter, Salome; Morrison, John
    Introduction: The coursework to me was like riding a mountain bike on a mountain bike trail. It was tough at times, but a great adventure. The more you rode, the more skilful you became, both technically and theoretically. The research process for me was like cycling the same mountain bike trail, but on a road bike. It just never really became easy. (Student) This comment illustrates how a student participant in our study vividly distinguished the research experience from the coursework in completing a postgraduate qualification. The challenges experienced with research, and the natural predisposition towards the theoretical and practical course content, play a role in completion rates at master’s or doctoral level. This phenomenon has become a focus of research and sometimes it is referred to as ‘all but dissertation’ or ABD (Blum 2010; Albertyn, Kapp & Bitzer 2008). In some cases, the research component is seen as the ‘necessary evil’ of obtaining the higher degree. A negative attitude to research at the outset could influence students’ engagement with research, their ability to think creatively, and eventually the quality and completion of the research (Kearns, Gardiner & Marshall 2008).
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    Candidates, supervisors and institutions: pushing postgraduate boundaries: an overview
    (SUN PRESS, 2014) Frick, Liezel; Bitzer, Eli; Albertyn, Ruth
    INTRODUCTION: Academic boundaries are in some ways similar to national boundaries – they are set up to colonise and govern, but at the same time are constantly challenged to reaffirm their authority and meaning. The postgraduate environment has been and is still colonised and governed by a variety of boundaries: inter/national, geographical, cultural, institutional, disciplinary and paradigmatic; also those of knowledge and relationships, and many more. The contributions to this book set out to explore and challenge such boundaries as they exist within the postgraduate environment. The work of Thomas Kuhn (1962) and others on paradigms set the scene for establishing boundaries both within and between academic disciplines in terms of research. The earlier work of Becher and Trowler (2001) on academic tribes and their territories may also be useful to explain academics’ search for a scholarly identity in the higher education environment. An academic tribe provides its members with an identity and a particular frame of reference. The characteristic identity of a particular academic tribe is developed from an early age – usually already at the undergraduate level, where patterns of thought are imprinted. These ‘tribal’ associations are often solidified at the postgraduate level.
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    Conceptualising risk in doctoral education: Navigating boundary tensions
    (SUN PRESS, 2014) Frick, Liezel; Albertyn, Ruth; Bitzer, Eli
    Introduction: If you are not willing to risk the unusual, you will have to settle for the ordinary. – Jim Rohn Risk-taking is an important form of human behaviour, but can be conceptualised in different ways (Byrnes, Miller & Schafer 1999). Some researchers in higher education point to the association between academic risk and its negative consequences (McWilliam, Lawson, Evans & Taylor 2005; McWilliam, Sanderson, Evans, Lawson & Taylor 2006; McWilliam, Singh & Taylor 2002) and therefore conceptualise risk as something that should be avoided or at least carefully managed. Others highlight risk as an opportunity for achievement (Backhouse 2009; Frick 2011, 2012; Holligan 2005). If innovation is key to the generation of new knowledge, then risk is seen to be an integral part of this process (Brown 2010). Knowledge and innovation are considered to be critical contributors to national wealth and welfare and therefore doctoral education has gained increasing significance within the context of human capital development (Bloland 2005; CHE 2009). In this context, the dynamics of balancing risk and innovation (Brown 2010; Latham & Braun 2009) may provide challenges for the supervisory relationship and the research process. Education – and more specifically doctoral education – seems to be risky given the requirement to produce original knowledge. Students need to have “the courage and confidence to take risks, to make mistakes, to invent and reinvent knowledge, and to pursue critical and lifelong inquiries in the world, with the world, and with each other” (Freire 1970, cited in Lin & Cranton 2005:458). MacKinnon (1970) agrees that the courage to take risks is an important characteristic of creative endeavours – such as doctoral studies. In this chapter we therefore take the position that risk is unavoidable within the context of doctoral education, but in order to extend the boundaries and manage risk constructively, supervisors could gain from understanding the concept of risk within this context.
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    (Re)Considering postgraduate education and supervision in the knowledge society
    (SUN MeDIA, 2016) Fourie-Malherbe, Magda; Aitchison, Claire; Bitzer, Eli; Albertyn, Ruth
    INTRODUCTION: The title of this publication, Postgraduate supervision: Future foci for the knowledge society, locates higher education – and more specifically, postgraduate education and supervision – explicitly within discourses on the knowledge society. The aim of this volume is to employ this concept of the knowledge society and its corollary, the knowledge economy, as a heuristic for (re)considering the forms and purposes of postgraduate education and supervision in relation to contemporary realities and future possibilities. Thus the edition will be of interest to a wide range of postgraduate education stakeholders: national and institutional policy makers will value the broad range of up-to-date comparative case studies, while those at the coal-face – supervisors, support staff and students – will appreciate the many and varied renditions of postgraduate experiences at various ‘local’ sites. Key international and local authors combine in this edition to create a unique mix of global and local voices – some already well known, plus newer commentators. The chapters have been selected to provide a rich and nuanced balance of country and personal perspectives and experiences that explore and theorise contemporary concerns within the sector.
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    Research within the context of community engagement
    (AFRICAN SUN MeDIA, 2009) Albertyn, Ruth; Daniels, Priscilla
    Community engagement is a concept with a complexity of meanings, approaches and application. Derived from the scholarship of engagement of Boyer, community engagement reflects a commitment to relevance within the context of higher education institutions. The chapter aims to explore the issues that emerge in the continuing debate around engagement with communities. This is done from the perspective of the global era that impacts on knowledge production which is integral to the mission of community engagement. The South African response to engagement also reflects conflicting interpretations and imperatives that influence the application of community engagement in universities. The dichotomies in the conceptualisations of community engagement influence higher educational institutions on three levels: that of management, the academics in their teaching and learning, and the community. The concepts of knowledge and power have implications for all three levels of engagement. These will all impact on efficacy and sustainability of engagement efforts. The issues and challenges on these levels are highlighted for further debate. Possible avenues for research on the level of management, the academic and the community are suggested.
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    The role of doctoral education in early career academic development
    (SUN MeDIA, 2016) Frick, Liezel; Albertyn, Ruth; Brodin, Eva; McKenna, Sioux; Claesson, Silwa
    POINT OF DEPARTURE: The social and economic significance of the doctorate is recognised across the world, as doctoral candidates are considered to be key contributors to the knowledge society by contributing to socio-economic development through innovation (Barnacle 2005; Taylor 2012). Doctoral students – regardless of their discipline – are expected to take part actively in the knowledge creation process at universities, and this is especially important for those who will remain in academia and continue to contribute in this way.1 But knowledge creation is a complex process. Knowledge creation at the doctoral level and beyond requires a comprehensive understanding of relevant knowledge, sound judgment, and the ability to advise with insight. Doctoral learning also includes aspects such as abstract reasoning, the ability to conceptualise, and problem solving. Thus, through the original contribution candidates are expected to create during the doctorate, they are supposed to become experts in their chosen field of study. This process has been described by Evans (2014) as disciplinary acculturation. Various authors (for example Danby & Lee 2012; Lin & Cranton 2005; Manathunga & Goozée 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice (Dreyfus & Dreyfus 1986). Benmore (2014) states that for those pursuing academic careers, it involves coming to know, but also coming to be an academic. Such a process of becoming doctorate implies movement over time, progression, and transformation (Barnacle, 2005).