Doctoral Degrees (School for Science and Technology)

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Browsing Doctoral Degrees (School for Science and Technology) by Subject "Competency-based education -- South Africa"

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    A comparative multi-level investigation into research productivity of South African academics in different university contexts: An interpretivist approach
    (Stellenbosch : Stellenbosch University, 2024-03) Holmes-Watts, Tania Natasha; Botha, Jan; Walters, Cyrill; Jansen, Jonathan; Stellenbosch University. Faculty of Military Sciences. School of Science and Technology.
    ENGLISH ABSTRACT: The research mandate as a statutory requirement for public higher education institutions (HEIs) in South Africa (SA) are held in high regard and universities generally aspire to excel in this function. However, the disparities in research productivity and research performance in and among different institutional settings are not only frequently reported, but are also well documented in contemporary literature. The rationale for many of the disparities reflecting in the research performance specifically, among what is commonly labelled historically disadvantaged universities (HDUs) and historically advantaged universities (HAUs) are by and large, albeit not exclusively, attributed to the legacy of the apartheid era. Many apartheid remnants are understood to contribute to the vast social inequalities that exist within society which manifests in varied public groupings; commonly described as ‘the haves’ and ‘the have nots’. Understandably, since the dawn of a democratic regime, huge investments and countless interventions have been designed and implemented to pursue redress and equality within the South African national higher education sector. Nevertheless, 28 years after South Africa’s democratic liberation, a persistent narrative of ‘black failure’ and ‘white excellence’ exists; penetrating and reflecting in and through the research performance of different, public universities. This study investigated the mandated research function at two public universities within different institutional contexts, one, classified as an HDU and the other, classified as a HAU. The study was conducted from the perspective that university research is affected by a wide range of social forces and influences from various societal domains and interest groups, at multiple levels. The study aimed to gain insight into the conditions necessary to improve research performance despite university differences with respect to institutional historical backgrounds and present-day contextual realities. An interpretivist, comparative, case study design was used in this qualitative research enquiry. Multiple data collection and analysis techniques were employed together with the use of both primary and secondary data to determine the factors that influence research and research performance at South African public universities. Based on the research results, an intervention model was developed that depicts how a university’s research performance can be improved within any university setting as the necessary conditions to improve research can be cultivated by gaining a common understanding around the strategic diversion towards a research identity. Through decisive institutional action, a research-focus can be pursued and research interests can be navigated, aligned and protected to obtain mutual benefit, at various levels. Specific features, however serve as necessary requirements to enact the most effective and efficient advancement of a research mandate and agenda in any university context; which comprise willpower, person power, and the cultivation of an empowering, university context. The influencing factors on research and research performance at individual-, institutional- and systemic levels, as confirmed through this research are not mutually exclusive, but interrelated, multifaceted and very complex. University research requires earnest facilitation and firm oversight to bring forth an optimally, positive research progression in adherence to the research mandate bestowed upon public universities within the SA context.