SUNScholar - Browsing by Author "Frick, Liezel"

Browsing by Author "Frick, Liezel"

Now showing 1 - 13 of 13

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.
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.
Developments in the production of economics PhDs at four research-intensive universities in South Africa
(Academy of Science of South Africa, 2017) De Jager, Phillip; Frick, Liezel; Van der Spuy, Pieter
There is a national drive to increase PhD production, yet we know little about how this imperative takes shape within different disciplines. We therefore set out to explore recent developments and the current status of the PhD in economics at four South African research-intensive universities. A data set of all economics PhDs produced in these commerce faculties during the period 2008–2014 was analysed to determine whether the departments of economics responded to the call for increased doctoral production, and the role the PhD by publication might have played in the process. How an increase in quantity might influence doctoral education in the respective academic departments was also considered by supplementing the quantitative data with perspectives from heads of department at the four institutions. The notable increase in doctoral production over the time period studied shows that national and international trends have influenced doctoral education in economics departments within South African research-intensive universities. Increased usage of the PhD by publication has implications for policy and pedagogical practice within these departments, especially as there seems to be limited available supervisory capacity. Other changes in departmental practices, such as the entrenchment of a research culture and the promotion of collaborative research amongst students and staff, also contributed to maintain quality in doctoral education.
Lesson study in continuing professional teacher development : a South African case study
(SUN MeDIA Bloemfontein, 2010) Coe, Karen; Carl, Arend; Frick, Liezel
The implementation of successful continuing professional teacher development (CPTD) programmes has been a challenge in South Africa since the introduction of Curriculum 2005. Lesson study, a CPTD model introduced in Japan and not previously investigated in South Africa, has shown success in bridging the gap between policy at the national level and teaching at the classroom level. A qualitative research study conducted in a rural primary school in the Western Cape province sought to determine the value that a group of teachers would place on the process of lesson study as a model for their own learning and instructional improvement. The findings highlight several areas where lesson study as a dynamic model can be considered an effective CPTD programme within the South African context.
PHD by publication : an institutional analysis
(SUN MeDIA, 2016) Frick, Liezel
INTRODUCTION: PhD1 theses generally follow one of two different formats. Firstly there is the (more traditional) monograph, which is written as a unified and coherent work, and which is most commonly found in non-laboratory areas. Secondly, the PhD by publication2 has evolved, which comprises a number of papers written during a period of postgraduate training, as well as an introduction to and summary of the papers included. The PhD by publication has become established as a form of doctoral knowledge production across disciplines. Increased demands for shorter completion times, lower dropout rates and higher so-called productivity during postgraduate study are instrumental in driving the pressure to publish internationally (Boud & Lee 2009). National funding and subsidy formulas,3 relatively low doctoral production rates and the aging profile of active researchers (ASSAf 2010; Backhouse 2008) may furthermore contribute to the promotion of PhD formats that are thought to address these issues. These trends have (at least in part) led to the two different kinds of doctoral dissertations. Both the national and international drivers of the PhD by publication format seem to originate mostly from calls for accountability and quality assurance, appraisal and excellence, and effectiveness and efficiency. Such drivers are mostly aimed at managerial imperatives and policy adherence, rather than at the scholarly development of students or the advancement of scientific knowledge (see, for instance, Giroux 2014; Altbach 2012, 2013). Scholars warn that students and supervisors alike may not be well prepared for doctoral education in general (Manathunga 2007), or for such an alternative format as such (Paré 2010), as it may demand a different doctoral supervisory pedagogy (Lee 2010).
The post-literacy perceptions of newly literate adult learners at a rural community learning centre
(Stellenbosch University, 2014) Van Wyk, Jerry; Frick, Liezel
Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential contribution of PL to poverty reduction, social, economic and political development and in sustaining communities. However, PL is often not viewed as a government priority. Consequently a gap exists between what PL programmes offer, and what the newly literate adults may need. The aim of this study was to identify the PL perceptions of newly literate adults in a PL programme at a Community Learning Centre in the Western Cape of South Africa. A small scale study collected qualitative data through ten semi-structured interviews. The results indicate that a learner-centred PL programme may be required which focuses mainly on non-formal and vocational programmes for developing individual literacy and sustaining the community and its economic development.
The professional development of academics: In pursuit of scholarship
(AFRICAN SUN MeDIA, 2009) Frick, Liezel; Kapp, Chris
In this chapter we explore the development of academic staff as an area or theme for study and research in the field of higher education – from both a theoretical and a practical stance. We start by providing a broad definition and an overview of a number of theories underlying the concept and continue to discuss the issues and challenges that it faces in higher education. The notion of scholarship forms the basis of the discussion. A brief discussion on how academic professional development is practised ensues and a South African case study of formal education for academic professional development and the scholarship of teaching is explored. We conclude this chapter with a number of ideas on future developments in the field, which may be of interest to scholars who wish to study the professional development of academics within institutions of higher education.
Reflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachers
(Education Association of South Africa, 2010) Frick, Liezel; Carl, Arend; Beets, Peter
Establishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through mentoring programmes can facilitate the inevitable transitions that students have to make to the professional sector. Through a narrative analysis, we report on the insights of a selected group of Postgraduate Certificate in Education (PGCE) students participating in the initial development phase of a mentoring system during their practice teaching in schools guiding them to reflect critically on their learning and practice. The data suggest that mentoring can act as a catalyst to enhance reflection. The development of reflection as praxis can assist in bridging the gap between theory and practice.
Research dissemination and PhD thesis format at a South African university : the impact of policy on practice
(Taylor & Francis, 2017) Odendaal, Albi; Frick, Liezel
The dissemination of doctoral research is a crucial ethical, financial and status issue for universities worldwide. The publication based thesis (PBT) may encourage dissemination, but is still in definitional flux at many institutions, particularly in South Africa, especially regarding how many articles are required and the publication status of these articles. We analysed and compared the formats and publication rates of 1128 of the 1141 doctoral theses published at a South African research intensive university over a 7 year period (2008-2014). We present a theoretical frame that considers publication as independent of format. Unpublished monographs account for 41.22% and published PBT for 26.86% of the sample. Monographs where material has been published and PBT with no publications, account for 20.39% and 11.52% of the sample respectively. The article argues that these unique findings are a result of institutional policy directives aimed at addressing the specific social environment of the country.
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).
The Socratic method : adult education theories
(SUN MeDIA Bloemfontein, 2010) Frick, Liezel; Albertyn, Ruth; Rutgers, Linda
Postgraduate students need to explore their research question(s) from different angles, take ownership of the research process, and develop their own scholarly voice. Supervisors are often ill-equipped to guide students in a strategic and learner-centred manner. The Socratic method draws on strategies to elicit learning through uncertainty in the question-and-answer technique employed. Based on a qualitative study, various adult education theories are used to formulate a rationale for the application of the Socratic method as a tool to facilitate learning in the supervisor-student relationship. Theoretical perspectives which emerged as themes through this study include experiential learning, ontological coaching and empowerment. This article provides a conceptual framework for postgraduate supervisors which could act as a guide to enhance their supervisory practice and facilitate independent student learning.
Student perceptions of the factors influencing their success in first-year accounting
(AFRICAN SUN MeDIA, 2009) Steenkamp, Len; Baard, Roelof; Frick, Liezel
ENGLISH SUMMARY : Introduction: The learner brings an accumulation of assumptions, motives, intentions, and previous knowledge that envelopes every teaching/learning situation and determines the course and quality of learning that may take place (Biggs, 1996:348). Biggs’s understanding of the determining influences students may have on the teaching and learning environment is supported by a variety of authors in the field of Accounting education (Byrne & Flood, 2005; Duff, 2004; Duff, Boyle, Dunleavy & Ferguson, 2004; Lucas & Meyer, 2004; Ramburuth & Mladenovic, 2004). The changed and increasingly diversified student populations in higher education across the world (Cross, 2004; Drost, 2002; Lowe & Cook, 2003) amplify the need for Accounting lecturers to take note of their students’ assumptions, motives, intentions, and previous knowledge that may influence student success (Byrne & Flood, 2005). Various studies provide general information on students entering the higher education system (for example, Masitsa, 2004; Mji, 2002; Pillay, 2004; Toni & Oliver, 2004; Wößmann, 2003). A number of studies focus on Accounting students’ approaches to learning (Byrne, Flood & Willis, 2004; Duff, 2004; Lucas & Meyer, 2004; Ramburuth & Mladenovic, 2004), while Hermanson, Deines, Eldridge, Hermanson, Ivancevich and Williams (1996) focus on the recruitment of first-year Accounting students in the USA. Du Plessis, Müller and Prinsloo (2005), Müller, Prinsloo and Du Plessis (2007), Rowlands (1988) and Van Rensburg, Penn and Haiden (1998), focus particularly on the first-year success of Accounting students at three different South African universities. The South African-based studies investigated the causal relationships between various indicators, notably students’ prior school performance, as possible predictors of future academic success.
Volwasse studente in hoeronderwysinstellings : die portefeulje-ontwikkelingskursus as 'n voorbereidingsmeganisme vir akademiese sukses
(LitNet, 2016-02-23) Langeveldt, Faith; Frick, Liezel
Hoëronderwysinstellings moet toenemend aanpas by uiteenlopende, nietradisionele studentegemeenskappe, insluitend ouer volwasse studente. Die ondersoek waarop hierdie artikel gebaseer is, het bepaal hoe die erkenning-van-voorafleer- (EVL-) proses by een so ’n instelling die volwasse student voorberei om suksesvol te wees. Hierdie volwassenes se kennis, vaardighede en houdings wat op ’n alternatiewe wyse tot leer opgedoen is (hulle voorafleer) word deur middel van nadenke in die portefeulje-ontwikkelingskursus ontgin. Voorafleer word op dié wyse geïdentifiseer en gedokumenteer volgens die spesifikasies van die instelling. Studente se kognitiewe vaardighede word gestimuleer, hulle maak kennis met die formele opvoedingsdiskoers, en hulle verbeter hulle akademiese taalvaardighede. ’n Selfgeadministreerde vraelys, semigestruktureerde individuele onderhoude, asook die tekstuele data in die portefeuljes van die volwasse studente wat aan die studie deelgeneem het, is gebruik as databronne om die potensiële bydrae van hierdie proses tot die volwassenes se akademiese sukses te ondersoek. Die bevindinge van die studie dui daarop dat die holistiese benadering alle rolspelers betrek wat volwasse studente se kanse op akademiese sukses verbeter. Ondersteuningstelsels en mentorprogramme wat akademiese vooruitgang van volwasse studente bevorder, is ook beskikbaar. Die studente se eie motivering word hierdeur bevorder, wat verder tot hul akademiese sukses bydra.

Browsing by Author "Frick, Liezel"

Results Per Page

Sort Options