Dosente se belewing van die ontwikkeling van akademiese identiteit binne ’n privaat hoëronderwysinstansie met ’n dominant tegnologiese modus: ’n fenomenologiese ondersoek

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dc.contributor.advisorFrick, Liezelen_ZA
dc.contributor.advisorStrydom, Sonjaen_ZA
dc.contributor.authorViljoen, Jacobusen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2023-09-14T07:28:09Z
dc.date.accessioned2024-01-08T12:43:20Z
dc.date.available2023-09-14T07:28:09Z
dc.date.available2024-01-08T12:43:20Z
dc.date.issued2023-12
dc.descriptionThesis (PhD)--Stellenbosch University, 2023en_ZA
dc.description.abstractENGLISH ABSTRACT: Academic identity gained attention in the last decade within public higher education institutions with few studies focusing on private higher education institutions. There is no standard definition of academic identity where academic identity is considered a concept, which includes the dimension of the individual, the occupation the lecturers have qualified for, the institution where they work (or have worked previously) as well as the use of technology. In this study, the focus is on the concept of academic identity as well as the development thereof through the lived experience of full-time lecturers at a private higher education institution in South Africa. This study also investigates the dominant focus on technology in the development and functioning of higher education institutions. This research undertakes a phenomenological approach using the Interpretative Phenomenological Analysis (IPA) framework. In-depth phenomenological interviews were conducted with eight full-time lecturers at a private higher education institution that provides training through face-to-face and distance learning. The data was collected through means of three-phase interviews (as suggested by Seidman, 2019) and analysed using IPA. This analysis was done through the theoretical lens of the Cultural Historic Activity Theory (CHAT). A homogeneous group of lecturers from the Faculty of Economic and Management Sciences was selected to participate in this study.The conclusions from the study suggest that lecturers are more focused on the mandatory work they must do as stipulated in their job description in contrast to the roles that lecturers traditionally have to undertake (teaching, research, and community engagement). With this, lecturers focus mainly on performing the role of teaching as this is the role they have been appointed to perform and will be evaluated on. Even so, lecturers mentioned that they do not regard being engaged with the community as part of their academic identity because the institution aims to be identified as a community-based university. Lecturers associate their role with teaching and must be adaptable within different learning environments (face-to-face and distance learning). Lecturers admit that industry experience is necessary for teaching even though all of them are not currently working in the industry. The lecturers who are actively working in the industry suggest that their academic identity is aligned with their professional identity with no differences between them. Regarding the findings related to technology, it was found that technology provides more possibilities but increased the workload. However, lecturers experience that technology is more important than their pedagogy. Lecturers’ experience was that the intensity of the use of technology is different between learning environments but that there exists an expectation that both learning environments should use technology to the same degree. This study indicates how lecturers initially adopt the academic identity from the idea of the institution before they start to develop and adapt their own academic identity. The overall academic identity found in this study is adaptability (as a process) where this study contributes to the literature regarding the academic identity in private higher education institutions within South Africa. Further research is proposed to confirm the concept of academic identity as used in this study. The investigation of the lived experience of developing and adaption of academic identity could be investigated in other faculties to confirm the experience of adaptability to academic identity.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Akademiese identiteit het die laaste dekade meer aandag geniet en is meestal gesetel in openbare hoëronderwysinstansies, met min aandag daarvoor in privaat hoëronderwys- instansies. Aangesien ’n standaarddefinisie van akademiese identiteit ontbreek, word akademiese identiteit in hierdie studie as konsep beskou, wat insluit dimensies van die individu, die beroep waarvoor die dosent sigself gekwalifiseer het, die instansie waarby die dosent werksaam is (of al gewerk het) asook die gebruik van tegnologie. In hierdie studie word akademiese identiteit as konsep oorweeg, asook hoe die samestelling daarvan deur voltydse dosente by ’n privaat hoëronderwysinstansie in Suid-Afrika beleef word. Hierdie studie het ondersoek hoe dosente dit beleef om ’n akademiese identiteit te ontwikkel of te verskuif waar die dominante fokus gerig is op onderrigtegnologie in die samestelling en werkverrigting van die hoëronderwysinstansie. Die navorsing is uitgevoer deur middel van 'n fenomenologiese benadering, waarbinne die struktuur van Interpretatiewe Fenomenologiese Analise (IFA) gebruik is. Diepgaande fenomenologiese onderhoude is gevoer met agt voltydse dosente in ’n privaat hoëronderwysinstansie wat onderrig bied via sowel ’n direktekontak- as afstandsmodel. Die data wat ingesamel is met die driefaseonderhoude (soos aanbeveel deur Seidman 2019) is aan die hand van IFA ontleed met behulp van die teoretiese lens van die Kultuurhistoriese Aktiwiteitsteorie (KHAT). ’n Homogene groep dosente uit die Fakulteit Ekonomiese en Bestuurswetenskappe is gekies om aan hierdie studie deel te neem. Die gevolgtrekkings van die studie dui aan dat dosente meer fokus op wat hul werk is en wat op hul posbeskrywing staan as op die rolle wat akademici normaalweg vervul (onderrig, navorsing en gemeenskapsbetrokkenheid). Hiermee saam het dosente duidelik daarop gefokus om slegs aandag te gee aan die onderrigrol omdat dit die rol is waarvoor hulle aangestel is en waarop hulle geëvalueer word. Alhoewel dosente wel betrokke is by gemeenskapsontwikkeling, word dit nie as deel van hul akademiese identiteit beskou nie omdat die instansie sigself beskou as ’n gemeenskapsuniversiteit. Dosente vereenselwig hulself met die rol van iemand wat onderrig bied en aanpasbaar moet wees ten opsigte van die verskillende leeromgewings (direkte kontakmodel en afstandsonderig). Dosente het erken dat praktykervaring noodsaaklik is, alhoewel dosente nie aktief was in die betrokke bedryfsektor nie. Dosente wat wel nog werksaam is in die betrokke bedryfsektore het hulle akademiese identiteit in lyn gebring met hulle professionele identiteit en nie enige verskille opgemerk nie. Tegnologie in die onderrigsituasie bring ’n verhoogde werkslading mee, met meer moontlikhede terwyl dosente ervaar dat tegnologie voorkeur geniet bo pedagogie. Dosente se ervaring is dat tegnologie ook verskillend toegepas moet word, terwyl daar ’n verwagting bestaan dat die benadering dieselfde moet wees tussen die verskillende leeromgewings. Hierdie studie dui aan hoe dosente aanvanklik die instansie se omskrywing van akademiese identiteit aanneem voordat ’n ontwikkeling of verskuiwing na hul eie akademiese identiteit plaasvind. Die oorkoepelende akademiese identiteit wat in hierdie studie gevind is, is aanpasbaarheid (as ’n proses) en die studie dra by tot die literatuur oor akademiese identiteit in ’n privaat hoëronderwysinstansie binne Suid-Afrika. Verdere navorsing word voorgestel vir die bevestiging van die konsep van akademiese identiteit wat in hierdie studie gebruik is. Die ondersoek na die belewing van die ontwikkeling en verskuiwing van akademiese identiteit kan ook in ander fakulteite uitgevoer word om te ondersoek of die identiteit van aanpasbaarheid ook daar ervaar word.af_ZA
dc.description.versionDoctoralen_ZA
dc.format.extentxiv, 271 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128831
dc.language.isoaf
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshLectures and lecturingen_ZA
dc.subject.lcshDiscourse analysisen_ZA
dc.subject.lcshBlended learningen_ZA
dc.subject.lcshPhenomenologyen_ZA
dc.subject.lcshEducation, Higheren_ZA
dc.subject.nameUCTD
dc.titleDosente se belewing van die ontwikkeling van akademiese identiteit binne ’n privaat hoëronderwysinstansie met ’n dominant tegnologiese modus: ’n fenomenologiese ondersoekaf_ZA
dc.typeThesisen_ZA
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