- 349 Goodwin Hall
635 Price’s Fork Road
Blacksburg, VA 24061
USA - +1(540)231-9546
Jenni Case
Virginia Tech, Engineering Education, Faculty Member
- University of Cape Town, Chemical Engineering, Faculty Memberadd
- Jennifer Case is Head and Professor in the Department of Engineering Education at Virginia Tech, and also holds an ho... moreJennifer Case is Head and Professor in the Department of Engineering Education at Virginia Tech, and also holds an honorary professorship at the University of Cape Town where she previously taught. Her research on the student experience of learning, focusing mainly on science and engineering education, has been published widely. She is also a coordinating editor for the international journal Higher Education and a co-editor for the Routledge/SRHE series Research into Higher Education. She holds a PhD from Monash University, an MEd from the University of Leeds, and an MSc from the University of Cape Town. In 2006 she was awarded the President's Award from the National Research Foundation, in 2007 the UCT Distinguished Teachers' Award and in 2013 the HELTASA-CHE national award for teaching excellence. In 2011 she was a Mandela Mellon fellow at Harvard University. She was the founding president (2010-2013) of the South African Society for Engineering Education (SASEE).edit
Workshop at 2016 Teaching & Learning Conference, UKZN, Durban
Research Interests:
Many contemporary concerns in higher education focus on the student experience of learning.With a larger and much more diverse intake than ever before, linked with a declining unit of resource, questions are being asked afresh around the... more
Many contemporary concerns in higher education focus on the student experience of learning.With a larger and much more diverse intake than ever before, linked with a declining unit of resource, questions are being asked afresh around the purposes of higher education. Although much of the debate is currently focused on issues of student access and success, a simple input-output model of higher education is insufficient.
This book turns this conversation on its head, by inserting a full consideration of student agency into the context of higher education.Working sociologically, it explores the influence of the social context on what the individual student achieves. The theoretical tenets of a social realist approach are laid out in detail in the book; the potential value of this approach is then illustrated by a case study of student learning in engineering education.Employing Margaret Archer’s social realist theory, an analysis of student narratives is used to work towards a realist understanding of the underlying mechanisms that constrain and enable student success.Building on this analysis, the book develops a novel set of proposals for potential ways forward in improving student learning in higher education.
This book turns this conversation on its head, by inserting a full consideration of student agency into the context of higher education.Working sociologically, it explores the influence of the social context on what the individual student achieves. The theoretical tenets of a social realist approach are laid out in detail in the book; the potential value of this approach is then illustrated by a case study of student learning in engineering education.Employing Margaret Archer’s social realist theory, an analysis of student narratives is used to work towards a realist understanding of the underlying mechanisms that constrain and enable student success.Building on this analysis, the book develops a novel set of proposals for potential ways forward in improving student learning in higher education.
The notion of approach to learning has proven a powerful construct for describing differences in students’ experiences of higher education contexts, and for explaining the variation in learning outcomes. What has been more difficult to... more
The notion of approach to learning has proven a powerful construct for describing differences in students’ experiences of higher education contexts, and for explaining the variation in learning outcomes. What has been more difficult to establish is how teaching and learning environments can be designed to promote deep approaches to learning. The present study focused on a second year chemical engineering course where the lecturers had adopted innovative teaching practices specifically with the intention of encouraging the development of conceptual understanding. Recognising that for many students this would involve a change in approach to learning, they also sought to facilitate metacognitive development during the course, for example by a series of journal tasks that required students to reflect on their learning.
This study sought to explore students’ experiences of this course. Specifically, it aimed to uncover what approaches to learning were prevalent, and the extent to which these changed over the duration of the course, that is, the extent to which metacognitive development took place. Rich contextual data were gathered by observation of nearly all classes and tutorials. The major data came from a series of semistructured interviews with eleven students, held periodically over the duration of the course. Other data such as journal entries and course assessments were also gathered for these students.
Three approaches to learning were identified in this context: a conceptual approach, in which the intention is to understand concepts; an algorithmic approach, in which the focus is on calculation methods; and an information-based approach, in which the intention is to gather and remember information. These different approaches were manifested both in students’ reflections on their learning, and in their engagement with a series of conceptual questions in the interviews. While students were shown to use a variety of approaches, in general a dominant approach was identified for each individual. Significant use of a conceptual approach which was demonstrated by some interviewees, was shown to be necessary for success in the overall assessment of the course. Other students showed metacognitive development from algorithmic approaches towards a conceptual approach, but this development tended to be fairly limited. The next stage of the analysis used the construct of perception of the learning context to establish what lay behind this limited metacognitive development. It was shown that issues of time were foremost in students’ perceptions of the course context. These perceptions inhibited students’ full adoption of a conceptual approach to learning as they perceived this to be too costly in terms of time.
This study has implications both for research and practice. From a research perspective it endorses the need to establish approaches to learning that are particular to specific disciplinary and cultural contexts. It supports the conceptualisation of metacognition in terms of shifts in approach to learning. It has also provided a detailed elaboration of the complex interaction between students’ perceptions of a teaching and learning context and their approaches to learning. In practical terms it shows how important it is to understand from a student’s perspective how the course context is perceived. If one hopes to promote deep approaches to learning it is crucial to ensure that all aspects of the environment support the necessary metacognitive development.
This study sought to explore students’ experiences of this course. Specifically, it aimed to uncover what approaches to learning were prevalent, and the extent to which these changed over the duration of the course, that is, the extent to which metacognitive development took place. Rich contextual data were gathered by observation of nearly all classes and tutorials. The major data came from a series of semistructured interviews with eleven students, held periodically over the duration of the course. Other data such as journal entries and course assessments were also gathered for these students.
Three approaches to learning were identified in this context: a conceptual approach, in which the intention is to understand concepts; an algorithmic approach, in which the focus is on calculation methods; and an information-based approach, in which the intention is to gather and remember information. These different approaches were manifested both in students’ reflections on their learning, and in their engagement with a series of conceptual questions in the interviews. While students were shown to use a variety of approaches, in general a dominant approach was identified for each individual. Significant use of a conceptual approach which was demonstrated by some interviewees, was shown to be necessary for success in the overall assessment of the course. Other students showed metacognitive development from algorithmic approaches towards a conceptual approach, but this development tended to be fairly limited. The next stage of the analysis used the construct of perception of the learning context to establish what lay behind this limited metacognitive development. It was shown that issues of time were foremost in students’ perceptions of the course context. These perceptions inhibited students’ full adoption of a conceptual approach to learning as they perceived this to be too costly in terms of time.
This study has implications both for research and practice. From a research perspective it endorses the need to establish approaches to learning that are particular to specific disciplinary and cultural contexts. It supports the conceptualisation of metacognition in terms of shifts in approach to learning. It has also provided a detailed elaboration of the complex interaction between students’ perceptions of a teaching and learning context and their approaches to learning. In practical terms it shows how important it is to understand from a student’s perspective how the course context is perceived. If one hopes to promote deep approaches to learning it is crucial to ensure that all aspects of the environment support the necessary metacognitive development.
Heterogeneous catalysis using supported gold nanocrystallites has attracted increasing attention over the last two decades for its applicability to a wide range of reactions, offering activity under ambient conditions, as well as high... more
Heterogeneous catalysis using supported gold nanocrystallites has attracted increasing attention over the last two decades for its applicability to a wide range of reactions, offering activity under ambient conditions, as well as high selectivities towards particular products. This study focuses on a relatively uncommon method of gold catalyst preparation, ion exchange, which involves the suspension of the support in a solution containing cationic or anionic gold complex precursors at a fixed pH, followed by separation of the solid catalyst from this solution, drying and calcination. Theoretically, ion exchange preparation offers the possibility of highly dispersed gold crystallites, which are desirable in gold catalysis.
A series of catalysts was prepared using both anionic and cationic exchange, with [AuCl4]- and [Au(NH3)4]3+ respectively as gold precursors, with such solution concentrations that maximum loadings in the region of 3 to 4 wt % Au could be obtained. Activated carbon and γ-alumina were used as supports. Catalysts were prepared at different pHs theorised to influence electrostatic adsorption differentially. Calcination was conducted at 300ºC in hydrogen.
Gold loading was established using Atomic Absorption Spectroscopy (AAS) and Thermogravimetric Analysis (TGA). Loading to full capacity was noted in a number of instances with the carbon supported catalysts. Most of the gold uptake took place in the first two hours of aging. In many but not in all cases higher loadings were noted at pHs further away from the iso-electric point (IEP), in the region where the support is oppositely charged to the complexed gold ion, thus confirming the electrostatic adsorption theory for ion exchange.
The size of gold crystallites was determined using Transmission Electron Microscopy (TEM), X-Ray Diffraction (XRD) and oxygen chemisorption. TEM results were used to calculate average crystallite sizes as well as to give an indication of size distributions. Measurable XRD gold peaks were only visible for supported carbon catalysts, and the crystallite sizes estimated using this technique were notably lower than average crystallite sizes from TEM for these catalysts. The carbon supports showed a large uptake of oxygen in the chemisorption process, and thus this technique was only used as a method for crystallite size determination for alumina supported catalysts. These crystallite sizes showed general agreement with the average sizes derived from TEM. In summary, the carbon supported catalysts had average crystallite sizes greater than 10 nm with wide size distributions, while the alumina catalysts had average crystallite sizes nearly all under 10 nm and narrow size distributions.
Ethylene glycol oxidation under atmospheric pressure was employed as a test reaction, using 0.05 M ethylene glycol at a temperature of 60 ºC and at a pH of 11. Only the alumina supported catalysts displayed activity under these conditions, with initial reaction rates in the range of 2 to 15 mmol EG / g Au . min which are comparable to those reported in the literature. Across the range of crystallite sizes represented in these catalysts there was no evidence of dependency of activity on crystallite size.
A series of catalysts was prepared using both anionic and cationic exchange, with [AuCl4]- and [Au(NH3)4]3+ respectively as gold precursors, with such solution concentrations that maximum loadings in the region of 3 to 4 wt % Au could be obtained. Activated carbon and γ-alumina were used as supports. Catalysts were prepared at different pHs theorised to influence electrostatic adsorption differentially. Calcination was conducted at 300ºC in hydrogen.
Gold loading was established using Atomic Absorption Spectroscopy (AAS) and Thermogravimetric Analysis (TGA). Loading to full capacity was noted in a number of instances with the carbon supported catalysts. Most of the gold uptake took place in the first two hours of aging. In many but not in all cases higher loadings were noted at pHs further away from the iso-electric point (IEP), in the region where the support is oppositely charged to the complexed gold ion, thus confirming the electrostatic adsorption theory for ion exchange.
The size of gold crystallites was determined using Transmission Electron Microscopy (TEM), X-Ray Diffraction (XRD) and oxygen chemisorption. TEM results were used to calculate average crystallite sizes as well as to give an indication of size distributions. Measurable XRD gold peaks were only visible for supported carbon catalysts, and the crystallite sizes estimated using this technique were notably lower than average crystallite sizes from TEM for these catalysts. The carbon supports showed a large uptake of oxygen in the chemisorption process, and thus this technique was only used as a method for crystallite size determination for alumina supported catalysts. These crystallite sizes showed general agreement with the average sizes derived from TEM. In summary, the carbon supported catalysts had average crystallite sizes greater than 10 nm with wide size distributions, while the alumina catalysts had average crystallite sizes nearly all under 10 nm and narrow size distributions.
Ethylene glycol oxidation under atmospheric pressure was employed as a test reaction, using 0.05 M ethylene glycol at a temperature of 60 ºC and at a pH of 11. Only the alumina supported catalysts displayed activity under these conditions, with initial reaction rates in the range of 2 to 15 mmol EG / g Au . min which are comparable to those reported in the literature. Across the range of crystallite sizes represented in these catalysts there was no evidence of dependency of activity on crystallite size.
Surveys of graduate destinations typically suffer from relatively low response rates and therefore this study sought to develop a new methodology for tracking graduate destinations using LinkedIn. Research in this area with engineering... more
Surveys of graduate destinations typically suffer from relatively low response rates and therefore this study sought to develop a new methodology for tracking graduate destinations using LinkedIn. Research in this area with engineering graduates has also been limited, and thus this study, focusing on chemical engineering graduates from the University of Cape Town, brings new insights to a debate usually characterised by untested assumptions. Following the graduating cohorts from 2006 to 2012 it was shown that about a quarter go on to postgraduate studies. Of those that proceed to the workplace, the vast majority go into traditional graduate chemical engineering jobs in operations, mostly in the petrochemical and mining sectors in this South African context. The study sought to determine the potential impact of the 2008 recession on these graduate destinations but the results are inconclusive in that regard.
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Recent times have seen significant realignment of engineering degrees globally, most notably in the Washington Accord, a system of mutual recognition of accreditation across much of the Anglophone world and beyond, and the Bologna... more
Recent times have seen significant realignment of engineering degrees globally, most notably in the Washington Accord, a system of mutual recognition of accreditation across much of the Anglophone world and beyond, and the Bologna Process, impacting significantly on the form of engineering degrees in Europe. This article, tracing the historical evolution of engineering degrees, argues that recent events can be seen to be part of an ongoing process of reworking the arrangements for formal engineering education, based on a longstanding contradiction between the different stakeholders that have an interest in curriculum: the state, engineering employers, and academics. This is reflected in a contestation over what was historically termed the ‘shop culture’ of the employers versus the ‘school culture’ of the academy. Furthermore, contemporary developments of mutual accreditation beyond national borders can be seen to have an earlier echo in the relative measure of global coherence that was achieved in the 1870s.
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... View full textDownload full text Full access. DOI: 10.1080/07294360.2012.647390 Paul Ashwin a * & Jenni Case a ... development because it offers researchers more resources for thinking about how they characterise... more
... View full textDownload full text Full access. DOI: 10.1080/07294360.2012.647390 Paul Ashwin a * & Jenni Case a ... development because it offers researchers more resources for thinking about how they characterise the social processes that they focus on in their research. ...
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The relationship between education research and the scholarship of teaching and learning (SOTL) is still debated, while a distinction has been made between scholarly teaching and SOTL. This study compares and contrasts two programmes of... more
The relationship between education research and the scholarship of teaching and learning (SOTL) is still debated, while a distinction has been made between scholarly teaching and SOTL. This study compares and contrasts two programmes of work that took place in a particular 2nd year engineering course, both led by the author. The first programme was an educational research project investigating student learning in the course. The second programme was a period of teaching, leading to some SOTL output. Analysis of the knowledge drawn on in teaching, confirms that good university teaching is not a direct application of research findings but rather draws on a broad and largely tacit practical base of knowledge. The article also offers a deliberation on whether it is productive to maintain the distinction between education research and SOTL.
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Exploratory studies have started to demonstrate the potential value of digital backchannels for enhancing interaction in university lectures. The present study was conducted in a third year engineering course and involved the use of... more
Exploratory studies have started to demonstrate the potential value of digital backchannels for enhancing interaction in university lectures. The present study was conducted in a third year engineering course and involved the use of specialised backchannel software with the following features: students could anonymously post questions, vote on questions, give the lecturer feedback regarding the pace of the lecture or simply alert the lecturer that they were ‘lost’. The study used a mixed-method data analysis design that, in addition to data automatically logged through the backchannel, included the use of observations, surveys, lecturer interviews and student focus groups. It was found that students used all features of the backchannel, with especial use of the ‘like’ feature, not currently available in most commercial backchannel packages. The backchannel increased the number of questions asked in class, and also resulted in a broader range of students participating in such interactions. There was limited evidence of the backchannel proving a distraction; on the contrary some students said that it helped them to focus more in class. From the lecturers’ perspective the backchannel did require some modification of their lecturing style but they felt that the additional feedback that they achieved was valuable.
In contemporary times of rapid technological and social change there is a renewed focus on the purposes of university education in science or engineering, especially in emerging economy contexts like South Africa where the massification... more
In contemporary times of rapid technological and social change there is a renewed focus on the purposes of university education in science or engineering, especially in emerging economy contexts like South Africa where the massification of higher education is in its early stages. The contributions in this issue by Muller and Walker both recognise the crucial importance of expanding epistemological access for students from disadvantaged backgrounds, but their visions offer different emphases on how to proceed. Muller argues for the centring of disciplinary knowledge while for Walker it is the concerns of society that should be central. In this article we argue that both of these are partial answers. We draw on a longitudinal study with ten South African engineering graduates, who were interviewed both in their third year and then approximately a decade later. Our analysis shows how the engagement with disciplinary knowledge is at the heart of the shaping of ‘graduateness’. Thus we argue for a coming together of the perspectives proposed by Muller and Walker in this issue towards a nuanced conceptualisation of graduateness, that includes the significance of disciplinary knowledge but that also holds a space for the development of student agency in higher education.
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Self-authorship, describing a synthesis of intellectual, intra- and interpersonal development, remains an evident but elusive goal of college education. This study sought to track self-authorship in a racially diverse group of 30 young... more
Self-authorship, describing a synthesis of intellectual, intra- and interpersonal development, remains an evident but elusive goal of college education. This study sought to track self-authorship in a racially diverse group of 30 young South African engineering graduates. In discussing their career trajectories, all individuals demonstrated independence and responsibility. Explicit expressions of self-authorship were identified in nine individuals and these were analysed in more detail. The study confirms the central role of dissonant experiences in producing self-authorship and points to the potential role of a demanding academic program such as engineering. Furthermore, the study also extends the emerging findings regarding the prevalence of self-authorship amongst graduates of color.
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The relationship between teaching and learning is captured in contemporary higher education research which has looked at the correlations between students’ approaches to learning and teachers’ approaches to teaching. This article... more
The relationship between teaching and learning is captured in contemporary higher education research which has looked at the correlations between students’ approaches to learning and teachers’ approaches to teaching. This article proposes a rethinking of this relationship, building on a critical realist perspective. Here, the teaching-learning interaction is argued to be emergent from the activities of teaching and of learning, and it is this emergent property which provides the explanatory mechanism for the relationship between them. Support for this position is located in recent work by Paul Ashwin and also in the sociology of Margaret Archer.
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Curriculum reform is a key topic in the engineering education literature but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to... more
Curriculum reform is a key topic in the engineering education literature but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical study is a comparative analysis of the context for curriculum reform in three different chemical engineering departments on the African continent, located respectively in Kenya, Tanzania and South Africa. All three departments are currently engaged in processes of curriculum reform, but the analysis shows how the different contexts in which these efforts are taking place exert strong shaping effects on the processes and outcomes for that reform.
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Contemporary critiques of student learning research call for new theoretical and methodological approaches. This article proposes a social realist approach to this research, using the morphogenetic theory of sociologist Margaret Archer.... more
Contemporary critiques of student learning research call for new theoretical and methodological approaches. This article proposes a social realist approach to this research, using the morphogenetic theory of sociologist Margaret Archer. The applicability of this approach is demonstrated by reference to an empirical study of engineering students at a South African university, using narrative analysis. In the article itself, two narratives are given in some detail, illustrating the key outlines of the analysis. Students’ emerging personal identities are shown to be highly dependent on their social backgrounds, yet when in the university the possibilities for the morphogenesis of student agency are very constrained. A critical interrogation of these findings proposes that a true higher education should facilitate the development of an enlarged sense of agency for students.
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A recent CHE report has highlighted the poor graduation throughputs in South African undergraduate programmes. Academic development constitutes the current university response to these challenges and to date much work has focused on the... more
A recent CHE report has highlighted the poor graduation throughputs in South African undergraduate programmes. Academic development constitutes the current university response to these challenges and to date much work has focused on the establishment of foundation programmes. The present case study – centred on the chemical engineering programme at the University of Cape Town - offers an analysis of the possibilities for academic development in the mainstream programme. Quantitative longitudinal analyses of cohort graduate throughput show significant improvements over two decades, both in aggregate and in demographic breakdown. A survey of academic staff in the programme pointed to the significant impact of the establishment, in the early 1990s, of a post focusing on academic development. These findings also gave evidence of a departmental culture centred on critical debate and innovation in the undergraduate programme.
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Academic development is a recent project in the university, intended to enable the university to respond to the needs of a more diverse student body. In South Africa, such work arose during late apartheid, and has now moved to a more... more
Academic development is a recent project in the university, intended to enable the university to respond to the needs of a more diverse student body. In South Africa, such work arose during late apartheid, and has now moved to a more central institutional position advocating responsiveness in the light of the educational disparities that are the legacy of apartheid. The present study uses a social realist perspective to analyse the 25 year evolution of an academic development project within an engineering department at a South African university. The findings show that while academic development initially posed a contradictory logic to the department, the response was to reform the nature of this project into one that suited the other commitments of the department: a logic of complementarity. The department’s relationships with industry were shown to have played a key role in fostering this form of change.
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Nearly 20 years into the new democracy, student success at South African universities continues to be differentiated along racial lines. The tendency has been to define the problem in terms of student deficit. This article suggests that... more
Nearly 20 years into the new democracy, student success at South African universities continues to be differentiated along racial lines. The tendency has been to define the problem in terms of student deficit. This article suggests that this is a limited view of a complex problem. The study reported on investigated the case of a South African university's Department of Chemical Engineering and its historical struggle with the success of black students. The study explored students' progression through a design course and the associated pedagogical realities. Using a social realist approach, the study showed that the higher education environment is a complex of necessary contradictions which create a situational logic for agents. In the process of navigating the inconsistencies of a system in which academic development and quality assurance work against each other, it seems that black students get caught in the middle, with deleterious consequences for the country's transformative agenda.
In the South African higher education sector, there is increasing concern about the poor retention and throughput rates of undergraduate students. There is also concern that the participation rates in higher education, relative to... more
In the South African higher education sector, there is increasing concern about the poor retention and throughput rates of undergraduate students. There is also concern that the participation rates in higher education, relative to population demographics, remain extremely racially skewed. With the quality of schooling unlikely to change dramatically in the short term, universities need to look for ways to improve student success, particularly in science and engineering, where graduates are needed for a range of key roles in society. Here we review the research presented at a forum held by the Academy of Science of South Africa in 2010, which sought to bring together the latest expert thinking in this area. The major focus of academic development to date has been the establishment of extended degree programmes. However, it is clear that this model has limited capacity to deal with what is, in fact, a much broader problem. We summarise existing interventions aimed at reducing the 'gap' between secondary and tertiary education, and describe key innovations in mainstream programmes that are possible at the levels of pedagogy, curriculum and institutional environment, some of which are also becoming established internationally in science and engineering. Driving such initiatives will demand visionary university leadership in order to effect the integrated and holistic change that is needed.
A growing field of research applies perspectives from the sociology of knowledge to analyse curriculum in particular disciplinary contexts in higher education. This article considers recent calls in engineering education for reform of the... more
A growing field of research applies perspectives from the sociology of knowledge to analyse curriculum in particular disciplinary contexts in higher education. This article considers recent calls in engineering education for reform of the curriculum, centred on a debate between project-based and problem-based (PBL) models. A Bernsteinian analysis shows that moves towards these kind of curricula would involve a weakening of both classification and framing, particularly in the case of PBL. Although these proposals tend to be motivated by a desire to improve the quality of student learning, it is suggested that in implementation the more radical forms of PBL could have implications for student learning that are quite the opposite to what is intended. Furthermore, there are likely demands on academic identity that might not be possible to accomplish in the present situational logic of the academy. Curricula are needed that recognise the boundedness of specialised knowledge and pedagogical practices that can assist students to navigate these boundaries: project-based may well be a more sensible curriculum response in engineering education than PBL.
Student learning inventories are used by both researchers and educators as tools to identify ‘at risk’ students. This article critically interrogates the results of one of these inventories, the 18-item Approaches to Learning and Studying... more
Student learning inventories are used by both researchers and educators as tools to identify ‘at risk’ students. This article critically interrogates the results of one of these inventories, the 18-item Approaches to Learning and Studying Inventory (ALSI).In-depth interviews were held with a purposive sample of 10 first year engineering students who had completed the inventory. During interviews, students were asked to elaborate on their responses to the ALSI for those items where they gave inconsistent or contradictory responses. The analysis of these data pointed to a range of underlying reasons for apparently contradictory responses to the inventory items. In some instances students were confused by the statement, in some they picked on a particular word instead of the meaning of the statements, and sometimes they gave responses which referred to a particular context. These findings highlight the difficulties in interpreting inventory responses, particularly when used in a culturally diverse classroom.
It is widely accepted in the higher education literature that a student-centred approach is pedagogically superior to a teacher-centred approach. In this paper, we explore the notion of student-centredness as a threshold concept and the... more
It is widely accepted in the higher education literature that a student-centred approach is pedagogically superior to a teacher-centred approach. In this paper, we explore the notion of student-centredness as a threshold concept and the implications this might have for academic staff development. We argue that the term student-centred in the Rogerian sense implies a focus on the person of the student and is deeply resonant with Barnett’s assertion that the emergent being of the student is as important as the development of skills and knowledge. To facilitate transformative learning in higher education an academic must know how to value the person of the student in the learning process. Academic staff development initiatives need to work with the person of the academic and take into account the level of personal development required for each academic to be able to facilitate this kind of learning.
Research on student learning in physics has tended to focus largely on an individual perspective on learning. This can be contrasted with a sociocultural perspective which focuses on the social and linguistic dimensions of learning. As an... more
Research on student learning in physics has tended to focus largely on an individual perspective on learning. This can be contrasted with a sociocultural perspective which focuses on the social and linguistic dimensions of learning. As an exemplar of this perspective, this paper uses Gee’s notions of ‘little d’ discourse and ‘big D’ Discourse as a framework for the design of an introductory physics course. Firstly, this involves a focus on helping students acquire the discourse of physics, which is the way the discipline represents itself in text. Secondly there is a focus on making the Discourse of the discipline explicit, through emphasising the values and ways of thinking that characterise physics, incorporating more authentic practical activities and engaging with scientists in the field. Basing curriculum design on a sociocultural perspective on learning, the paper argues, is a potentially productive way of addressing many of the traditional shortcomings of physics curricula.
Background Methodology refers to the theoretical arguments that researchers use in order to justify their research methods and design. There is an extensive range of well established methodologies in the educational research literature... more
Background
Methodology refers to the theoretical arguments that researchers use in order to justify their research methods and design. There is an extensive range of well established methodologies in the educational research literature of which a growing subset is beginning to be used in engineering education research.
Purpose
In this article it is shown that a more explicit engagement with methodologies, particularly with those that are currently only emerging in engineering education research, is important in order that these researchers can broaden the focus of research questions that they are able to address.
Scope/Method
A series of seven methodologies is outlined and for each an exemplar paper is analyzed in order to demonstrate the methodology in operation and also to highlight its particular contribution. These methodologies are: Case Study, Grounded Theory, Ethnography, Action
2
Research, Phenomenography, Discourse Analysis, Narrative Analysis. It is noted that many of the exemplar papers use more than one methodology in combination.
Conclusions
A consideration of the research findings of the exemplar papers shows that collectively these methodologies might allow the research community to be able to better address questions around key challenges such as students‘ responses to innovative pedagogies, diversity issues in engineering, and the changing requirements on engineering graduates in the 21st century.
Methodology refers to the theoretical arguments that researchers use in order to justify their research methods and design. There is an extensive range of well established methodologies in the educational research literature of which a growing subset is beginning to be used in engineering education research.
Purpose
In this article it is shown that a more explicit engagement with methodologies, particularly with those that are currently only emerging in engineering education research, is important in order that these researchers can broaden the focus of research questions that they are able to address.
Scope/Method
A series of seven methodologies is outlined and for each an exemplar paper is analyzed in order to demonstrate the methodology in operation and also to highlight its particular contribution. These methodologies are: Case Study, Grounded Theory, Ethnography, Action
2
Research, Phenomenography, Discourse Analysis, Narrative Analysis. It is noted that many of the exemplar papers use more than one methodology in combination.
Conclusions
A consideration of the research findings of the exemplar papers shows that collectively these methodologies might allow the research community to be able to better address questions around key challenges such as students‘ responses to innovative pedagogies, diversity issues in engineering, and the changing requirements on engineering graduates in the 21st century.
In this paper we explore the use of narrative analysis to provide methodology for student learning research with a sociocultural orientation. The narrative which is the primary focus of this paper is drawn from a study in which a series... more
In this paper we explore the use of narrative analysis to provide methodology for student learning research with a sociocultural orientation. The narrative which is the primary focus of this paper is drawn from a study in which a series of individual interviews was conducted with a class of senior engineering students. The interview with a particular student emerged as a ‘paradigmatic’ case in that it represented a rich example of student success against a background of disadvantage. The analysis presented in the paper leads to a questioning of some of the commonly held views on disadvantage in higher education. It is argued that the coping strategies developed in a ‘disadvantaged’ social background could form useful resources for succeeding in higher education, and that the construction of identity could be crucial for mobilising these resources. Questions are consequently raised about the extent to which these aspects of personal growth are supported by the formal curriculum and the professional workplace.
For some time there has been a focus in higher education research towards understanding the student experience of learning. This article presents a narrative analysis of the experience of a teacher who re-entered the learning world of... more
For some time there has been a focus in higher education research towards understanding the student experience of learning. This article presents a narrative analysis of the experience of a teacher who re-entered the learning world of undergraduate students by enrolling in a challenging chemical engineering course. The analysis identifies multiple lenses in the narrative: of student, of researcher, of teacher, and of mature student. A personal reflective genre was noted which displayed an overriding emotional tenor, linked both to the emotions associated with the individual experience of struggling with difficult tasks and those arising from negotiating the social interactions of the learning environment. This hermeneutic engagement points to the value in teachers exploring their own learning, as well as new possibilities for critically examining the implications of apparently progressive teaching methodologies.
The authors observe that many research papers in engineering education do not explicitly state the theoretical perspective underpinning their work. In this article they argue for the value of theory in assisting researchers in... more
The authors observe that many research papers in engineering education do not explicitly state the theoretical
perspective underpinning their work. In this article they argue for the value of theory in assisting researchers in communicating their research findings. Three theoretical perspectives that can be used to support one’s research are described, namely; positivism, constructivism and critical inquiry, and in each case examples of research questions that best match the particular framework are given. Researchers are advised to be aware of the limitations of each perspective and to use the one that best assists them in understanding and solving the problems they wish to address.
perspective underpinning their work. In this article they argue for the value of theory in assisting researchers in communicating their research findings. Three theoretical perspectives that can be used to support one’s research are described, namely; positivism, constructivism and critical inquiry, and in each case examples of research questions that best match the particular framework are given. Researchers are advised to be aware of the limitations of each perspective and to use the one that best assists them in understanding and solving the problems they wish to address.
In this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of... more
In this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students’ identities are constituted through engaging in discourse. This view of learning implies that success in engineering studies needs to be defined with particular reference to the sorts of identities that students develop and how these relate to identities in the world of work. In order to achieve successful learning in engineering, we need to recognise the multiple identities held by our students, provide an authentic range of engineering-related activities through which students can develop engineering identities and make more explicit key aspects of the discourse of engineering of which lecturers are tacitly aware.We include three vignettes to illustrate how some of the authors of this paper (from across three different institutions) have applied this perspective of learning in their teaching practice.
This article reports on an investigation into the different ways that pupils interact with technological artefacts. The results are discussed in the context of the need for first-year ‘introduction to engineering’ courses to developways... more
This article reports on an investigation into the different ways that pupils interact with technological artefacts. The results are discussed in the context of the need for first-year ‘introduction to engineering’ courses to developways to provide students with an environment that facilitates their meaningful interaction with technological artefacts. Fifteen South African pupils, selected to ensure variation with respect to their socio-economic backgrounds, were interviewed after having interacted with a structured technological activity. The interviews were analysed using a phenomenographic approach to obtain an understanding of their interactions with technological artefacts from their perspective. The outcome of the analysis was a set of categories that characterise the key aspects of the different ways in which the interaction was
experienced. The findings show that the interaction with a technological artefact can be through direction, through instruction, through tinkering, or through engaging.
experienced. The findings show that the interaction with a technological artefact can be through direction, through instruction, through tinkering, or through engaging.
More than a decade prior to the official dismantling of apartheid in South Africa, a number of universities launched foundation programmes to assist disadvantaged students. This article focuses on science and engineering foundation... more
More than a decade prior to the official dismantling of apartheid in South Africa, a number of universities launched foundation programmes to assist disadvantaged students. This
article focuses on science and engineering foundation programmes, locating them within their political and institutional context and then tracing the evolution of their
educational philosophy. But foundation programmes only represent one strategy for dealing with educational disadvantage. It is therefore compared to an alternative model
explored in the early 1990s which emphasised the ‘infusion’ of academic development principles into the mainstream. This provides a backdrop for considering the educational effectiveness of the foundation programmes that have recently proliferated as a result of the Department of Education’s latest funding strategy.
article focuses on science and engineering foundation programmes, locating them within their political and institutional context and then tracing the evolution of their
educational philosophy. But foundation programmes only represent one strategy for dealing with educational disadvantage. It is therefore compared to an alternative model
explored in the early 1990s which emphasised the ‘infusion’ of academic development principles into the mainstream. This provides a backdrop for considering the educational effectiveness of the foundation programmes that have recently proliferated as a result of the Department of Education’s latest funding strategy.
For the novice teacher looking for advice, or the experienced teacher hoping to do something new, there is certainly no shortage of suggestions on how to improve one’s teaching practice, or novel ideas to apply in one’s course. There are... more
For the novice teacher looking for advice, or the experienced teacher hoping to do something new, there is certainly no shortage of suggestions on how to improve one’s teaching practice, or novel ideas to apply in one’s course. There are more conferences, books, societies, magazines, and articles on the web than even a team of people could hope to ingest in a lifetime. Indeed this very book contains an excellent collection of current and useful exemplars of innovative practice. What is possibly less written about is the very common experience of finding out that things don’t work out quite as one has planned. Although there are often very positive initial student responses to a new and different thing happening in their course, with time it might often become apparent that the dramatic planned for change in student learning is somewhat elusive, at least for part of the class. The present chapter explores student responses to a second year chemical engineering course where the lecturer had adopted a range of innovative teaching practices with the intention of promoting better learning. In particular, a closer look is taken at instances where student learning outcomes did not match the lecturer’s intentions, with the hope that this might provide useful insights for engineering educators who are themselves embarking upon change in their classroom practice.
It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective... more
It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means of an investigation of the vacation work experiences of a group of South African final-year civil and chemical engineering students. Issues of race and gender appeared prominently and spontaneously in focus group and interview data. An analysis of these data using the situated cognition framework allowed for a deeper understanding of these issues and their impact on
learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self-worth.
learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self-worth.
In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives... more
In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for characterising the student experience of learning in higher education, compared to current dominant perspectives such as that offered by approaches to learning and related concepts. A conceptual and historical background of the concept of alienation is presented, followed by an overview of some contemporary perspectives. Drawing on this literature, a framework is then developed for characterising student learning. It comprises three categories, referring to the alienation resulting from 1. entering the higher education community, 2. fitting into the higher education community, and 3. staying in the higher education community. Each category has an associated set of theoretical tools that can be drawn upon in analysing this aspect of the student experience.
This guide has been produced to complement and develop the Engineering Subject Centre’s existing range of resources about learning and teaching theory. It is aimed at newcomers to the field, such as: engineering teachers who want to be... more
This guide has been produced to complement and develop the Engineering Subject Centre’s existing range of resources about learning and teaching theory. It is aimed at newcomers to the field, such as: engineering teachers who want to be able to use education theory and research findings to inform their teaching; and aspiring engineering education researchers who want to launch their own projects.
Using a view of a theory as a set of ‘thinking tools’, the guide offers a selection for building up a tool kit. Six ‘tools’ have been identified. The selection is the author’s personal choice
and the tools were chosen for their usefulness in engineering education research. Tools 1-3 broadly cover learning as acquisition, tools 3-6 look at learning as participation:
Tool 1: Concepts
Tool 2: Ways of experiencing
Tool 3: Approaches to learning
Tool 4: Community of practice
Tool 5: Identity
Tool 6: Discourse.
The guide has an informal tone to make it as accessible as possible for those who are new to education research. Each section provides a brief introduction to the tool, including
a case study example and further reading. Wherever possible, references and further notes on terminology are in the footnotes. A detailed reference section is provided at the
end of the guide. This structure enables the reader to engage with the text on either an introductory or more theoretical level, depending on their needs.
Using a view of a theory as a set of ‘thinking tools’, the guide offers a selection for building up a tool kit. Six ‘tools’ have been identified. The selection is the author’s personal choice
and the tools were chosen for their usefulness in engineering education research. Tools 1-3 broadly cover learning as acquisition, tools 3-6 look at learning as participation:
Tool 1: Concepts
Tool 2: Ways of experiencing
Tool 3: Approaches to learning
Tool 4: Community of practice
Tool 5: Identity
Tool 6: Discourse.
The guide has an informal tone to make it as accessible as possible for those who are new to education research. Each section provides a brief introduction to the tool, including
a case study example and further reading. Wherever possible, references and further notes on terminology are in the footnotes. A detailed reference section is provided at the
end of the guide. This structure enables the reader to engage with the text on either an introductory or more theoretical level, depending on their needs.
In this paper we explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning. Here, learning is not merely the application of an approach to a cognitive task, but a... more
In this paper we explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning. Here, learning is not merely the application of an approach to a cognitive task, but a social process of identity formation. In particular, we draw on Gee’s concept of Discourse models to identify the implicit theories students use to make sense of their learning and assessment experiences. From interviews with third year engineering students, we identified what we termed the ‘no problem Discourse model’, in which students construct an upbeat portrayal of their experience of a course, despite experiencing crises induced by assessment events. Through a process of justification the seriousness of the crisis is denied. This Discourse model ppears to have its roots in a popular Discourse of self-actualization. There was evidence of co-construction of this model during the student learning interviews. This suggests implications for the roles that teachers can play in either maintaining or challenging the Discourse models that are adopted by students.
This article reports on an investigation of students’ experiences of learning, using a framework that focuses on the concepts of alienation and engagement. Thirty-six third year chemical engineering students were interviewed about their... more
This article reports on an investigation of students’ experiences of learning, using a framework that focuses on the concepts of alienation and engagement. Thirty-six third year chemical engineering students were interviewed about their learning experiences. Alienation is defined here as the absence of a relationship that students might desire or expect to experience. Using this focus, six possible ‘relationships’ were identified: to one’s studies; to the broader university life; to home; to the career; to one’s classmates; and to the lecturer. In each category a range of both alienated and engaged experiences were identified. With regard to the latter two categories, important dealienating strategies were noted, and in particular the role that lecturers can play in facilitating
these strategies.
these strategies.
A series of studies were conducted to investigate students’ metacognitive development in a second year chemical engineering course. The first of these was an exploratory study involving observation together with some limited interviewing.... more
A series of studies were conducted to investigate students’ metacognitive development in a second year chemical engineering course. The first of these was an exploratory study involving observation together with some limited interviewing. This was followed by a major study with two phases, the first of which involved a series of individual interviews with eleven students over the duration of the course, and the second of which involved a follow-up interview with each student two years later. In the first phase of the major study a theoretical framework characterising metacognitive development as a shift in approach to learning was utilised. The present paper draws on the findings of the second phase of the major study to both confirm the validity of this framework and also point to some of its shortcomings, specifically regarding the necessity of a certain emotional state in order for metacognitive development to take place, and the importance of the formation of a professional identity. It is suggested that metacognitive development needs to be characterised in broader terms than the usual cognitive focus in order to more fully account for students’ experiences of learning.
This paper reports on an attempt to enhance the learning outcomes obtained from a computer simulation aimed at extending students' understanding of distillation. The approach taken draws on a contemporary education perspective known as... more
This paper reports on an attempt to enhance the learning outcomes obtained from a computer simulation aimed at extending students' understanding of distillation. The approach taken draws on a contemporary education perspective known as variation theory. The design uses the notion of a learning study to identify the key aspects of the learning situation. In-depth interviews were used to gain insights into the learning outcomes of the redesigned simulation experience. The overall
finding is that the students were able to draw on their previous knowledge and expand it in ways that made them feel positive about the experience.
finding is that the students were able to draw on their previous knowledge and expand it in ways that made them feel positive about the experience.
Just over ten years into the new democracy, there are a host of challenges facing engineering education in South Africa. On the demand side, the situation is very positive. The government has recently issued increased calls for skilled... more
Just over ten years into the new democracy, there are a host of challenges facing engineering education in South Africa. On the demand side, the situation is very positive. The government has recently issued increased calls for skilled graduates, in particular in engineering, in order to meet the infrastructural needs of the country. The economy is booming, and the demand from industry for skilled professionals across all demographic groups is high. Some of the greatest challenges reside in the supply side of the equation. There is a very small pool of school leavers that are suitably qualified to enter engineering programmes, and of these only a small subset are choosing to study engineering. When this group enter higher education institutions, many of them experience real difficulty due at least in part to the poor school backgrounds that some of them have come from. There have been a range of educational innovations in order to address this situation, including bridging and extended degree programmes, but the situation remains generally problematic. This paper provides an in-depth overview of this range of issues that have been identified as impinging critically on engineering education in South Africa. The broad terrain is sketched in terms of national and international contexts. The overview draws on key policy documents by the various stakeholders, as well as identifying responses and positions that have been adopted by institutions. An analysis of the current situation is then used to identify key areas where interventions are needed.
This study investigated howwell chemical engineering graduates perceive they were prepared for work in industry.To this end, sixteen interviews were carried out with a purposive sample of recent University of Cape Town chemical... more
This study investigated howwell chemical engineering graduates perceive they were prepared for work
in industry.To this end, sixteen interviews were carried out with a purposive sample of recent University of Cape Town chemical engineering graduates. Qualitative analysis of the interview data showed that graduates felt that overall, they were well prepared for work in industry. They perceived their strengths to be their technical background, problem solving skills, formal communication skills and life-long learning abilities. The following areas of weakness were also identified: work in multi-disciplinary teams, leadership, practical preparation and management skills. The use of interviews for data collection is a significant departure from the methods used in other studies in this area. The rich and contextual data gathered from the interviews justified this choice and contributed to the identification of issues not previously mentioned in the literature. For example, an unexpected finding of the study was that there was a clear link between the technical and nontechnical attributes of engineering graduates, a result which has clear implications for the design of undergraduate engineering programmes.
in industry.To this end, sixteen interviews were carried out with a purposive sample of recent University of Cape Town chemical engineering graduates. Qualitative analysis of the interview data showed that graduates felt that overall, they were well prepared for work in industry. They perceived their strengths to be their technical background, problem solving skills, formal communication skills and life-long learning abilities. The following areas of weakness were also identified: work in multi-disciplinary teams, leadership, practical preparation and management skills. The use of interviews for data collection is a significant departure from the methods used in other studies in this area. The rich and contextual data gathered from the interviews justified this choice and contributed to the identification of issues not previously mentioned in the literature. For example, an unexpected finding of the study was that there was a clear link between the technical and nontechnical attributes of engineering graduates, a result which has clear implications for the design of undergraduate engineering programmes.
This study investigates the vacation work experiences of a group of final year civil and chemical engineering students at the University of Cape Town in South Africa. Situated cognition theory, with its conceptualization of learning as... more
This study investigates the vacation work experiences of a group of final year civil and chemical engineering students at the University of Cape Town in South Africa. Situated cognition theory, with its conceptualization of learning as induction into a community of practice through the activity of legitimate peripheral participation, was used to analyze focus group and interview data. Issues of race and gender appeared prominently and spontaneously in students’ accounts of their experiences. Access to legitimate peripheral participation was associated with positive identity formation in the role of engineer-to-be, while denial of this access severely affected learning and feelings of self-worth.
Based on a purposive sample of 15 second-year chemical engineering students, this study investigates students’ conceptions of evaporation, condensation and vapour pressure. During individual interviews the students were questioned on... more
Based on a purposive sample of 15 second-year chemical engineering students, this study investigates students’ conceptions of evaporation, condensation and vapour pressure. During individual interviews the students were questioned on three tasks that had been designed around these topics. Qualitative analysis of student responses showed a range of conceptions in each area, including some misconceptions. A key underlying misconception was the belief that evaporation and condensation require a temperature gradient in order to take place. Many students changed their initial (incorrect) answers when presented with further physical evidence as the interview progressed. The study points to the importance not only of practical work, but of associated conceptual discussions that allow students to reflect on and refine their conceptions.
This article describes two approaches to learning (in addition to the classic deep and surface approaches) identifed in studies of student learning in engineering contexts. The first study identified the `procedural deep' approach in a... more
This article describes two approaches to learning (in addition to the classic deep and surface approaches) identifed in studies of student learning in engineering contexts. The first study identified the `procedural deep' approach in a group of engineering foundation programme students in the UK, while the second study identified the `procedural surface' (originally termed algorithmic) approach amongst second-year South African chemical engineering students. Both these approaches involve a strategy of focusing on problem solving, but they have respectively deep and surface intentions (the former involving the intention to understand and the latter not). From
both studies it was clear that the approaches students use are adaptations to particular course contexts, and it is suggested that a course focus towards a procedural deep objective might preclude the adoption of a deep approach.
both studies it was clear that the approaches students use are adaptations to particular course contexts, and it is suggested that a course focus towards a procedural deep objective might preclude the adoption of a deep approach.
Research Interests:
Research Interests:
Summary of talk given at IFEES Global Engineering Education Summit, 2008, Cape Town
Research Interests:
Research Interests:
There is much contemporary talk on how university teaching is outdated, and how radical change is needed to accommodate the needs of current students and the expectations of the workplace. Many of these calls, whether for active or... more
There is much contemporary talk on how university teaching is outdated, and how radical change is needed to accommodate the needs of current students and the expectations of the workplace. Many of these calls, whether for active or problem-based learning fall into a longer and broader tradition of progressivism in education. To interrogate their applicability, a carefully formulated position is needed on knowledge and learning in science and engineering. In this talk, Jenni Case draws on contemporary research in engineering education to consider the nature of knowledge in the curriculum, and what we know about learning challenges in these fields, and how teaching can best support high quality learning outcomes.
Research Interests:
Research Interests:
The current crisis in South African higher education has again focused the spotlight on the university curriculum, with some calls for radical reform. In this talk I draw on research in Chemistry Education and related fields, to be able... more
The current crisis in South African higher education has again focused the spotlight on the university curriculum, with some calls for radical reform. In this talk I draw on research in Chemistry Education and related fields, to be able to engage with these challenges. As a starting point we need to consider the nature of knowledge in Chemistry. Here there has been an extensive international literature, characterizing the distinct nature of this disciplinary knowledge. The talk then draws on work in the sociology of knowledge to understand the recontexualisation of disciplinary knowledge into curriculum. I review contemporary research on the Chemistry curriculum, and in closing move to a consideration of students and student learning, which has been the main focus of my own work for the last two decades. Drawing on my current work researching science graduates I formulate a position around the purposes of higher education, building on a fine-grained perspective on the formation of graduate consciousness and agency. South African universities are already producing graduates that not only make valuable contributions to economic development, we are also producing young people with thoughtful and critical perspectives on society. The public good purposes of higher education need to be defended in order for the survival of public universities in this country.
Research Interests:
Talk at the 2014 Teaching & Learning Conference, University of Cape Town
Research Interests:
Research Interests:
Research Interests:
A key challenge facing South African higher education is to provide curricula that are relevant to the contemporary world, and also that are structured to allow epistemological access for students from a broad range of social and... more
A key challenge facing South African higher education is to provide curricula that are relevant to the contemporary world, and also that are structured to allow epistemological access for students from a broad range of social and educational backgrounds. Academic literacies have offered a powerful framing for thinking about the outcomes of higher education – grounded in an understanding that gaining access to a discipline is about access to its ways of thinking and practising. Currently there are two approaches to curriculum that are relatively influential in our context, and unfortunately they tend to get pitted against each other. The ‘knowledge’ view argues that knowledge needs to be a central consideration in curriculum design, focusing on the structuring of knowledge in disciplines and professions, and promoting coherence and logical progression. There is another view that argues that the student needs to be the central consideration in curriculum design, and thus have arisen various ‘student-centred’ approaches. In the keynote Jenni Case will argue that these are unproductively seen as polarities, and that a focus on academic literacies offers a way forward: we need conceptualisations that understand higher education as a crucial encounter of the student with knowledge, and that that process is fundamentally transformative. Implications for pedagogy and curriculum design will be discussed.
Research Interests:
Keynote presented at the 2016 Higher Education Close Up (HECU) conference, Lancaster, UK
With low participation in higher education, poor throughput rates, and an underfunded system (both at the level of institutional subsidy and financial provision for needy students) – it is not surprising that many debates on higher... more
With low participation in higher education, poor throughput rates, and an underfunded system (both at the level of institutional subsidy and financial provision for needy students) – it is not surprising that many debates on higher education in South Africa focuses on matters of efficiency. This also ties into a broader global consensus that conceptualises higher education primarily in economic terms. However, in this talk it is argued that while understandable, this position is an impoverished view and that it is precisely in such times of challenge that the public good purposes of higher education need to be reimagined. Drawing on the work of Sen, Sayer and Nixon, and bringing this into conversation with an understanding of the postcolonial position from Mamdani, this talk offers a position that goes well beyond a focus on efficiency to emphasise social inclusion and individual enhancement. The talk concludes with an outline of some practical provisions for higher education curriculum structure in South Africa.